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PROGRESS 



A Course of Study in History Arranged for the Grades 

OF THE 

Sioux City Public Schools 



M. G. Clark, Superintendent 



1916-1917 



Print Shop: Ye Highe Schoole 
Sioux City, Iowa 



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PREFACE 



The course of study in History as outlined for the Sioux City Graded 
Schools has for its basis a three-fold purpose. 

1. To lead the child into the habit of problem analysis and solution. 
History may be said to be a record of the analysis and solution of the 
various problems that have confronted the human race and that consti- 
tute all that we denominate as PROGRESS in civilization. Conse- 
quently its theme is the industrial and social development of humanity. 

To re-live and re-solve the primitive problems of the race is easily 
within the understanding, interest and power of analysis of the primary 
child. The primitive simplicity of these problems makes them of pe- 
culiar interest to the child of this age. 

If History is correctly taught the child's power of analysis and of 
problem solution, as well as his interest in human progress, will keep 
pace with the growing complexity of the historical problem. 

The ability to think, to analyze and to solve problems should al- 
ways be at the forefront in the teacher's motive. History is essentially 
a why study. 

The child's motive will be found in his natural interest in the sim- 
ple problems of primitive life. This interest will be sustained if the 
child's investigations are accompanied by the motor expression of their 
solutions. History is filled with motor opportunities for the child. 

2. To lead the child into a knowledge and appreciation of his his- 
torical inheritance. This knowledge should become the basis of the 
child's social consciousness and social responsibilities. The inheritance 
which he discovers he has received through the centuries of toil and 
struggle and sacrifice of his ancestors is one that must be jealously 
guarded, added to and in turn be transmitted by him to his children. 
The legacy of the past must become the enlarged legacy of the future. 

This appreciation of our historical inheritance does not imply a 
study of the details of general history. It does mean a general un- 
derstanding of the epochs of industrial, social and educational develop- 
ment. It has to do with the milestones of progress. What, when, where 
and how people have lived and progressed. What they inherited and 
what they have given to the generations that followed them is the gen- 
eral theme. Their struggles, their sacrifices, their defeats and their vie- 



4 PROGRESS 

tories give human interest. Something of an understanding of the men 
who have been great leaders in this progress, of the struggles between 
opposing peoples and of the continued supremacy of the growing ideals 
of civilization over selfishness and brute force must necessarily impress 
itself upon the child. 

The fixing of exact dates has but little to do with this historical 
background and is very likely to result in wrong emphasis in historical 
study. The association of the problem with its time and place in his- 
torical development is the real point to be kept in mind. The memori- 
zation of but few basic dates for the purpose of giving the larger time 
concept and fixing the epochs of progress is the better plan in the de- 
velopment of grade History. 

3. To lead the child to a fundamental understanding of American 
institutions and American ideals. Americanism had its root in European 
soil. The child that has worked out in a large way the fundamental prob- 
lems of human progress is ready for a more detailed study of our own 
more complex development. 

In general the same principles of development must prevail in tliis 
more advanced work. The child is ready, however, for more real in- 
itiative, more individual investigation, more individual study. He is 
ready for the assignment of a problem that is his to investigate and re- 
port upon. For this reason the work becomes more nearly laboratory in 
its nature and each individual feels that he is contributing the results of 
his investigations for the class good. In this way the work should cul- 
minate in the development of an individualism in historical interpretation 
that is social in its application and truly American in its spirit. 

n. 

The development of the course of study in accordance with the 
above stated principles has necessitated its division into five sections. 
This division is based largely upon child interest, child motive and the 
ability of the child to interpret and to re-live the proMems under 
discussion. These divisions are as follows: 

1. Preliminary and Junior First Grades. The beginning of prob- 
lem analysis and problem Solution through the examination and studv 
of the child's home and near community life. While this may not seem 
to be History in its usual sense, it is historical in its methods and social 
and industrial in its content. It begins with the child's best understood 
experience and leads him through it into community interests. Since the 
development of the home was the basis of primitive experience, this 
study readily sets the stage for the work of the following grades. 



SIOUX CITY PUBLIC SCHOOLS 5 

2. Senior First, Junior and Senior Second Grades. A re-living of 
primitive race experiences without thought either of specific locahty or 
of specific historical date. That they were primitive, that they were the 
beginnings of the problems of man surrounded hj nature that was lavish 
both in its supply of materials for the satisfying of human wants and 
likewise in its dangers to human life is the main setting for the year. 
To secure the dissociation of the present with its complexities and the 
corresponding association of primitive conditions is the great problem of 
the present and to re-live in our mental life the simple problems of the 
primitive is the work of both teacher and child. 

3. Junior and Senior Third, Junior Fourth Grades. The work of 
these years is the study of the beginnings of industrial and social evo- 
lution as typified in human progress through the early fishing, hunting, 
shepherd and simple agricultural problems. A re-living of the experiences 
of humanity while breaking away from the primitive and beginning the 
simple organizations of early social and industrial experiences is the 
theme of these years. With the exception of some few examples this 
study is made with but little thought of specific place or date. 

4. Senior Fourth, Junior and Senior Fifth, Junior and Senior Sixth 
Grade. A study of the large factors in the development of civilization 
from the earliest migrations of the Aryans to the beginnings of the set- 
tlement of the new continent. In this study it is sought to develop the 
traditions of the human race. The milestones ofhistory are made prom- 
inent and the determining factors in human progress are emphasized. 
This, of course, is a localized study with a general understanding of its 
time relationship. Geographical factors or the influence of environment 
upon history is always made a prominent element in the work of these 
grades. 

5. Junior and Senior Seventh, Junior and Senior Eighth. This is 
the period for the more intensivestudy of American History. The child 
comes to these grades with a well developed sense of History and love 
for the subject; he also comes to these grades without the prejudice so 
often in the mind of the child who has rehashed so-called U. S. History 
in various forms from the third grade up. He is fresh for new work and 
should be able to give to it the zest of his fresh interest. This is the 
period for the studv of American institutions and American ideals. This 
work naturally carries with it a study of our government and the 
the general understanding of the methods of work of a republic. This, 
of course, is a period for localized study and the time element takes 
more prominence than in earlier studies. Especial emphasis is placed 
upon geographical factors or the influence of environment. At this 



6 PROGRESS 

period, too, much attention must be given to the influence of race tra- 
ditions and of the ideals brought by the colonists from their mother 
countries. In this study, as in the previous years, much attention is 
given to the prominence of the industrial and social factors as the main 
record of history for human good. The true relation of the political fac- 
tor as the servant of the social and industrial is always kept in mind. 

III. 

The illustrations of the booklet are from photographs of living pic- 
tures presented by Sioux City children before the Northwestern Iowa 
Teachers' Association. It was the purpose of these pictures to express 
in children's pose their ideas of the Milestones of Human Progress. 



The Course of Study in History 



OUTLINED BY GRADES 



THE PRELIMINARY YEAR 



If the teacher's attitude (method) is right, one need not worry much 
concerning the subject matter. The right attitude will secure resuks in 
the primary room. The teacher's attitude becomes the child's attitude; 
the subject matter is but the means for the accompUshment of the end in 
view. It should never become an end in itself. 

Whatever the subject matter may be it must stand the test of the 
following laws: 

Law of Suggestion: The subject matter "must be representative of 
objects, actions and qualities which enter into associations already made 
in the child's mind." — Messersmith. 

Law of Appeal: The subject matter "should be representative of 
objects, actions and qualities which possess interest to the child." — Mes- 
sersmith. 

The Subject Matter 

The history of the year constitutes largely the subject matter of the 
year. It is the year's thought. Whatever the nature of the technical 
work, it is the history worked over that furnishes the foundation. 

The child enters school with few world experiences. The home 
life with its associations must constitute largely the associational material 
upon which the child builds his new school experiences. The success 
with which the teacher can work over these known experiences of the 
child and through them lead him into a larger world of thought and ex- 
perience will determine to a great extent, the adaptability of the teacher 
for the first year work. The home life is closely associated with the 
neighborhood life, with the simple nature phenomena of his immediate 
surroundings. Into these experiences is now to be woven those of his 
new school life. Thus the experiences of the outside world become the 
basis of his new surroundings, and conversely the experiences of the new 



8 PROGRESS 

environment are carried over into the experiences of the home and com- 
munity life. 

All this gives to the teacher a rich opportunity to work over the 
simple principles underlying the home as an institution and to give to 
the child correct ideals that will, perhaps unconsciously, become founda- 
tion principles for his future experience. 

In following out the work of the year, many fields will open to the 
thoughtful teacher: 

1. Love, the basal principle of the home as an institution. 

2. Play, the child's natural home attitude. 

3. Joyous physical activity, the index of the child's mental condi- 
tion in the home. 

4. Home songs and their influence. 

5. Members of the family work for each other because of their 
love for each other. 

6. The work of the home. 

7. The work of each member of the family. 

8. The interdependence of work and play. 

9. The idea of possession. Property rights in the home. 

10. Sharing one's property with others. 

11. General attitude toward life in the home. Joyousness. 

12. Why we are happy in the home. 

13. Enlarging the home surroundings. The garden, barn, etc. 

14. Fruitage. 

15. Harvest. 

November brings Thanksgiving; December, Christmas; and January, 
the New Year. Each has its historic contribution. These holidays have 
taken so firm a hold upon the family organizations as to become a part 
of the home as an institution. The teacher will make use of the oppor- 
tunity to carry these pleasurable activities over into the school exper- 
iences. Underlying these holiday activities is the basal principle of the 
home organization — love. This principle in action will cause the child 
to derive more pleasure from the gift he anticipates bestowing upon the 
father and mother, than he will derive from anticipating gifts from them. 
The activities of the school at this season should be directed toward the 
making of some little present for the home folks. 

In February, we have our patriotic studies and Washington and Lin- 
coln become the center of our month's patriotic thought. This should 



SIOUX CITY PUBLIC SCHOOLS 9 

again be woven about the home idea, for patriotism is but the larger form 
of the love principle which is the foundation of every home. 

During the winter months we find Nature at rest, making ready for 
the new spring life. Roots and buds are shell ered by the leaves and 
snow. Our parents have provided us with shelters also. A study of 
homes and how they are built comes naturally at this point. 

With the spring season we are ready to carry all these thoughts 
over into the activities of the awakening life of the new year. The 
lengthening days, the warming sun, the swelling buds are accompanied 
by new home activities. Let us discover what and why. The sowing 
and germinating of seeds brings us back to the idea of necessity of work 
for those things that the family need and the general idea of the year: 
The work of each for the other as the organizing principle of the home. 
We are now ready to carry this thought a little farther and study it as the 
organizing and unifying principle of neighborhoods, communities and all 
other true social organizations. 

SEPTEMBER 

I. History Basis. 

1. Family life; daily interests of each member. Love the 
basis of the home; members of the family; social and eco- 
nomic relations as the child sees them. 

The child a helpful social factor. 

2. The home. 

a. Comforts and beauty of the home. 

Mother's garden; flowers, color and beauty. 

Relation of trees, grass and flowers to the home. 

Music in the home. All things that help to make home 
enjoyable. 

h. Necessary home care and work. The necessary ap- 
pliances for work. 

The laundry in the home. Cleanliness. The child's 
assistance in mother's labor. 

3. Children's activities in the home. 

a. Sharing labors of others; cheerful assistance. 

b. Plays and games of children. 

c. Pets; their care and protection. 

4. Question. 

Why the child should seek opportunity to be of use to 
father and mother. 



10 PROGRESS 



II. Stories. 



The Go to Sleep Story. The Child's World, Poulson. 
The Three Little Pigs. How to Tell Stories to Children, Bryant. 
The Three Bears. How to Tell Stories to Children, Bryant. 
The Old Woman and the Pig. How to Tell Stories to Child- 
ren, Bryant. 
Pig Brother. How to Tell Stories to Children, Bryant. 
Goldenrod and Aster. Cooke's Mythe. 
Clyde. 

Legend of the Dandelion. All the Year Round, Spring. 
Mrs. Tabby Gray. Mother Stories. 
The Gingham Dog and the Calico Cat. Eugene Field. 

III. Poems to Read to Children. 

Mother Goose Rhymes. 

Gold and Love for Dearie. Eugene Field. 

September. H. H. Jackson. 

What Does Little Birdie Say. Tree Top and Meadow. 

The Baby. Tree Top and Meadow. 

Tell Me, Sunny Goldenrod. Month by Month. 

The Well Behaved Child. Stevenson. 

The Little Doves. Scudder. 

I Love You, Mother. Tree Top and Meadow. 

The Days of the Week. Month by Month, January, p. 103. 

IV. Pictures. 

Sistine Madonna. Raphael. 
Baby Stuart. Van Dyke. 
Feeding the Birds. Millet. 
The First Step. Millet. 
Little Brother. Meyer. 
The Two Mothers. Gardner. 
Sunflowers. Kaulbach. 

V. Things to Do. 

The successful teacher of these grades will discard all so-called 
busy work and in its place suggest activities that have a 
definite meaning as an expression of the thought of the 
subject matter of the month. After a little experience the 
children will be able often to give play to their own initi- 
ative in such matters. 

Cuttings and drawings of home. The child's interests and ac- 
tivities. His work and games. 

Cuttings and drawings of things in the laundry; the process of 
washing. 

Illustrate stories. Clytie, Goldenrod and the Aster, etc. 

Paint September landscape, trees, flowers, etc. 

Make a washing day poster. 

A sand table garden. 

A trip to some nearby garden or beautiful lawn or home. 

Dramatization of stories and home activities. 



SIOUX CITY PUBLIC SCHOOLS 11 

VI. Things to Think About. 

1. Why the family can Hve best together, aiding and helping 

each other? 

2. What holds the family together and helps them to work 
for each other? 

.3. Does the child, as well as father and mother, have a real 
work to do in the home? 



OCTOBER 

I. History Basis. 

1. The garden and the preparation of food for the winter. 

a. The benefits of the garden; labor necessary. 

h. The products: Vegetables, fruits, berries, etc. 

c. The work in the home with fruit and vegetables to 

save them for winter use: Canning, drying, making jelly, 

preserves, etc. 

2. Nature's preparation for winter. 

a. The effect of frost on the garden. 

1. Color and beauty of autumn leaves. 

2. Reason for falling. 

3. Use of leaves to the soil. 

h. The squirrel and his harvest. 

1. The home of the squirrel. 

2. How he gathers and stores his nuts. 

c. The birds' preparation. 

1. Why the birds leave us. 

2. How and when they go. 

3. Hallowe'en. 

What Hallowe'en means. 

The best way to celebrate Hallowe'en. 

The Story of the Brownies. Plan Book. 

n. Stories. 

The Pied Piper. Bryant. 

The Gingerbread Man. Bryant. 

The Sleeping Apple. Child's World. 

The Elves and the Shoemaker. Child's World. 

The Thrifty Squirrels. Child's World. 

The Baby Bird's Winter Clothes. Child's World. 

in. Pictures. 

The Gleaners. Millet. 
Tired Gleaners. Morgan. 
Melon Eaters. Murillo. 
Woman Churning. 
The Old Mill. Bunner. 



12 PROGRESS 

IV. Poems to Read to Children. 

I'll Tell You How the Leaves Come Down. Tree Top and 

Meadow. 
Leaves at Play. Sherman. 
The Swing. Stevenson. 
The Sugar Plum Tree. Eugene Field. 
The Rock-a-Bye Lady. Eugene Field. 
Shut-Eye Train. Eugene Field. 
October's Bright Blue Weather. H. H. Jackson. 

V. Things to Do. 

Dramatizations of the month's activities and stories. 
Cuttings and drawings. 

Father working in garden, child helping. 

Fruits and vegetables, pumpkins, etc. 

Mother working in the house, child helping. 

Kitchen utensils; canning and preserving; jelly making. 

Leaves, flying birds, squirrels, jack-o-lanterns. 
Work out in clay all the above to which clay would apply. 
Paint the above. 

Make a Hallowe'en or October poster. 
Paint an October landscape. 

VI. Things to Think About. 

1. How Mother Nature co-operates with us in providing for 
the family needs. 

2. Why did Mother Nature paint October in such beautiful 

colors. 



NOVEMBER 

I. History Basis. 

1. Harvest time. 

The harvest of wheat, corn and grains. 
The storing of food for winter's supply. 

2. A study of the wheat. 

a. On the farm. 

L Preparing the soil. 

2. Sowing the seed. 

3. Appearance of ripe grain fields. 

4. Cutting of the grain. 

5. Threshing the grain. 

b. At the mill. 

L Grinding wheat into flour. 

2. Sacking the flour. 

3. How the flour reaches us. 



SIOUX CITY PUBLIC SCHOOLS 



13 



3. Bread making. 

Begin with the use of bread in the home. Bring in ^"^ 
idea of service of the mother for the family and appre^^^' 
tion and helpfulness of children. 

1. The process of bread making in mother's kitcp^^- 

2. Sources of materials used. 

3. The making of the bread by the children. 

4. The meaning of Thanksgiving Day to us. 

Discuss with the children the voyage of the Pilgrim's to 
America, the babies born on the Mayflower, the lan^iiig 
at Plymouth Rock, the new home, the friendship of t*^^. 
Indians, the hardships of the first winter, the worF ^^ 
the summer, the harvest which followed. Tell how ^^^^ 
first Thanksgiving Day was observed. 

Let the children dramatize as much of this worl^ ^^ 
possible. 

IT. Stories. 

The Little Red Hen. 

The Gingerbread Man. 

The Farmer and the Larks. 

The First Thanksgiving, — Story Hour. Wiggins. 

Thanksgiving Story. Plan Book. 

Ruth Endicott's Beads. Plan Book. 

Over the River and Through the Woods. (Dramatize.) 

To Whom Shall We Give Thanks. Poulson. 

III. Picture. 

The Return of the Mayflower. 
Pilgrims Going to Church. 
The Landing of the Pilgrims. 
Pictures of Holland Life. 

IV. Things to Do. 

Dramatize as much of the activities of the m^^*^^ 

thought as possible. 
Dramatizing of stories of the month. 
Pose the pictures of the month and pictures of the prece^^i^g 

months. In posing pictures let children work for their 

spirit as much in their facial expression as in their bodily 6^' 

pression. 

Cuttings and drawings. 

Work on the farm and at the mill in the preparatio'^ ^f 

wheat food. 
The process of bread making. 
Little Red Hen; Mayflower and Pilgrims; Thanksgiving 

Day. 
Paint November landscape. Any of the above. 
Posters: Breadmaking; The First Thanksgiving. 
Sand table: The wheat farm. 
Clay: Any of the above work that is suitable to the med^^^^^* 



14 PROGRESS 

V. Things to Think About. 

1. What is thankfulness? How can we best show it? To 

whom ought we to be thankful. 

2. Why mother takes such great care in selecting and pre- 

paring our food. 

DECEMBER 

I. History Basis. 

1. True politeness is the characteristic of all real gentlemen 

gentlewomen. Shown by cheerful obedience to father and 
mother, speaking softly and pleasantly to all, respecting 
the old, helping the weak, being kind to those younger. 
Love is the basis of politeness. 

2. Love binds all men together. Children all over the world 

are our brothers and sisters. Some know nothing of 
Christmas, because they do not live in a Christmas coun- 
try. 

3. Christmas observation in other lands — Norway, Germany, 

France, Holland. 

4. The story of the first Christmas and the celebration of 

Christmas in our homes. 

n. Stories. 

Why the Evergreens Keep Their Leaves in Winter. Brvant. 

Christmas in the Barn. Child's World. 

The Fir Tree. Anderson. 

The Golden Cobwebs. Bryant. 

The Birds' Christmas. Plan Book. 

The Christmas Stocking. Perdue. 

The Christ Child. Hofer. 

III. Poems. 

The Night Before Christmas. Three Years With the Poels. 

Piccola. Three Years Wilh the Poets. 

While Bells for Christmas Ring. Three Years With the Poets. 

Hang Up the Baby's Stocking. Three Years With the Poets. 

Norway Sheaves. Plan Book. 

Once a Little Baby Lay. Three Years With the Poets. 

Why No Bells for Christmas Ring. Tree To|). 

IV. Pictures. 

Madonnas. 

Holy Night. Corregio. 

Bethlehem. 

Sheep Pictures. 

Arrival of the Shepherds. LeRolle. 

The Halt of the Wise Men. LeFarge. 



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SIOUX CITY PUBLIC SCHOOLS 15 

V. Things to Do. 

The dramatizations of the month. 

A typical Christmas in some far-away country worked out in 
the sand table. 

Cuttings and drawings: Winter games, sled, reindeer, Christ- 
mas toys, Christmas tree (green paper). 

Paint: December landscape. 

Posters: Winter scene, fireplace with stocking hanging, 
Christmas tree with presents. 

Make some Christmas gift. 

Story illustration. Norway Sheaf, Piccola, Three Wise Men. 

VI. Things to Think About. 

1. Why a gift is not a real gift unless love goes with it. 

2. A child's greatest gift to father, mother and friends. 

3. Giving to the needy. 

JANUARY 

I. History Basis. 

1. The house that shelters us. Comfort and protection of 

the home. 

Different materials of which houses are built; advant- 
ages and disadvantages of each. 

The men who are employed in the building of houses; 
ttieir work and tools. 

The contributions of others to the house building. 

2. Winter, Nature's rest period, the bare fields, the appearance 

of the trees, colors — snow and shadows. 
Reasons for short cold days. 
Snow crystals, frost and ice. 

3. Winter work and winter sports. 

II. Stories. 

The Porcelain Stove. Story Hour. 

The Little Match Girl. Anderson. 

The Honest Woodman. Child's World. 

The Snow Men. Month by Month, January. 

The Old Fashioned Rhyme. Child's World. 

What Broke the China Pitcher. Cat Tails. 

Dust Under the Rug. Maud Lindsay. 

How the Home Was Built. Mother Stories. 

An All the Year Round Story. Child's World. 

The Fairies' New Year Gift. Child's World. 

The Snow Man. Children's Hour. 

The Legend of the Dipper. Brook's Third Reader. 



16 PROGRESS 

III. Poems. 

A INorse Lullaby. Three Years With Poets. 

Winter. Three Years With Poets. 

Twinkle, Twinkle. Tree Top. 

The Icicle. Tree Top. 

What the Wood Fire Said. Tree Top. 

A Chill. Three Years With Poets. 

In Winter I Get Up at Night. Three Years With Poets. 

IV. Songs. 

Jack Frost. Gaynor. 

Sleighing Song. Gaynor. 

A Song of the Work Shops. Gaynor. 

Tracks in Snow. Gaynor. 

Airy, Fairy Snowflakes. Gaynor. 

A Song of Iron. Gaynor. 

The Carpenter. Eleanor Smith, Part I. 

The Woodman. Eleanor Smith, Part I. 

V. Pictures. 

Lessons in Boat Building. Bacon. 
Shoeing the Bay Mare. Landseer. 
The Blacksmith. Herring. 

VI. Things to Do. 

Dramatizations of the activities and the stories of the month. 

Sand table: A home in winter. 

Cuttings and drawings of the activities of the month. 

Illustrate some one or two of the month's stories. 

Posters: Sliding down hill; make a poster of the completed 

sandtable picture. 
Painting: A January landscape. 

VII. Things to Think About. 

1. How people who are not members of our family aid us. 

2. What our family does to aid other families. 

3. How a community works together for each other's good. 

FEBRUARY 

I. History Basis. 

Since this is the beginning of the spring semester and there 
will be new pupils entering, some review of the general 
principles of the September and autumn work will be 
made in order that the room as a whole may be organized 
together in its history thought. The development, how- 
ever, will be from a more mature standpoint. 

L The Home. 

Family life; daily interests of each member; love, the 
basis of the home organization; members of the family; 
social and economic relations. 



SIOUX CITY PUBLIC SCHOOLS 17 

The child a helpful social factor; his activities, interests 
and helpfulness in the home. 

Love, sympathy, kindness and courtesy in the home. 

2. Patriotism. 

Patriotism is but the larger form of the love principle, 
which is the foundation of every home. We learn of the 
claims of our larger home and thus begin the extension 
of the kindness and courtesy of the home to organized so- 
ciety. 

a. Washington. His childhood, games, occupations, life 
as a soldier, president. 

b. Lincoln. The boy, his home life, occupations, inter- 
ests, ambitions and final attainments. What he did for us. 

c. The Story of the Flag. Designed by Washington, 
made by Betty Ross. The meaning of the colors. 

II. Stories. 

Little George Washington. Story Hour. 
Great George Washington. Story Hour. 
Lincoln. Plan Book. 
Other stories of heroism. 

Dora of the Light House. Boston Collection. 

Little Hero of Haarlem. Child's World, 

Valentine's Day. 

Little Miss Muffet's Valentine. Mother Goose Village. 
The Good St. Valentine. Plan Book. 

III. Poems. 

The Flag Goes By. Tree Top and Meadow. 
The Little Red Drum. Eugene Field, Reader. 
How Betsy Ross Cut the Star. 

IV. Pictures. 
Lincoln. 
Washington. 

The Minute Man. French. 

V. Things to Do. 

1. Make cuttings and drawings, showing child's interests and ac- 

tivities at home; his plays and games and work. 

2. A sand table representing the home ot Washington or 

Lincoln, showing colonial or log house, with proper back- 
ground. 

3. Cuttings and drawings of children playing soldier, march- 

ing with flags, drums, guns, etc. 

4. Making flags or shields with colored paper. 

5. Valentines. 



18 PROGRESS 

6. Poster: Ironing day or a representation of the sand table 

idea. 

7. Dramatization. Idea of the month. Washington or Lin- 
coln as a boy. Washington or Lincoln in some act as presi- 
dent of the United States. 

VI. Things to Think About. 

1. How love of home must mean also love of neighborhood, city 

and country. 

2. How men long ago helped to give us our beautiful coun- 

try. 

3. Why did they do it? 

MARCH 

I. History Basis. 

1. The return of spring. 

The lengthening days, the warmth of the sun, the disap- 
pearance of the snow and ice, the swelling buds, the 
return of the first birds, are all indications of the return of 
spring. 

2. Work of the spring. 

a. Mother's work. The housecleaning, the sewing. 
h. Father's work. Cleaning the lawn, the parking, 
the street, the garden. 

3. Mother Nature's housecleaning. The beneficial work of the 

sun, rain and wind. 

4. The observance of Easter. This may or may not occur 

in this month, depending upon the day Easter occurs. 

II. Stories. 

Aeolus and the Bag of Winds. 

The Pussy Willows. Child's World. 

The Wind and the Sun. Child's World. 

The Maple Tree's Surprise. Child's World. 

How the Robin Gets Its Red Breast. Cooke. 

The North Wind at Play. Cooke. 

What the Winds Bring. Cooke. 

The Foolish Weather Vane. Perdue. 

The Wind's Work. 

III. Poems. 

March. Three Years With Poets. 

The Four Winds. Three Years With Poets. 

Pussy Willow. Songs of the Tree Top. 

Sir Robin. Songs of the Tree Top. 

The Rain. Songs of the Tree Top. 

Waiting to Grow. Songs of the Tree Top. 

Talking in their Sleep. Songs of the Tree Top. 



SIOUX CITY PUBLIC SCHOOLS 19 

Wild Geese. Songs of the Tree Top. 

My Shadow. Stevenson. 

I Am a Giant. Halton and Rollins. 

IV. Pictures. 

The Willows. Corot. 
Aurora. Guida Reni. 
Robin Red Breast. Munier. 
Beautiful Scenery. 
The Windmill. Ruyesdael. 

V. Things to Do. 

1. Dramatization of the thoughts of the month with its stories 
and poems. 

2. Make cuttings and drawings showing signs of spring, flocks 

of wild geese, early birds, budding twigs. 

3 . Draw twigs of pussy wili o w, cut out and arrange in vase form . 

4. Draw or paint, and cut out dandelions, tulips, etc., and ar- 

range in bowl. 

5. Work out a large blackboard drawing or poster, adding to 

constantly as spring advances. 

6. Make cuttings and drawings showing the work of the wind. 
Make a poster on the same subject. 

7. Illustrate "The Foolish Weathervane," "I Am a Giant," or 

other stories. 

8. Paint a simple spring landscape. 

9. For Easter make transpariences of chicks or rabbits. Paint 

Easter cards. 

10. Select a good sand table subject for the month and let the 
children work it out. 

VI. Things to Think About. 

1. How does the city care for its house-cleaning. 

2. Things a boy or girl can do to help. 

3. What has house cleaning to do with good health? 

4. Ways in which we can show our love, patriotism, for our 
city. 

APRIL 

I. History Basis. 

1. The child's interest in the activities of nature as related in 
the home. The awakening to new life of the flowers from 
the earth, leaves on the trees, butterfly from the cocoon, 
etc. 

2. First appearance of birds and of wild flowers. Which 

come first. How we may know them. 



20 PROGRESS 

3. Making the garden. 

The garden beds, paths, tools. The soil; need and use 
of rain, sun, etc. Care of the garden; weeding, watering. 
The friendly helpers, birds, angleworms, frogs, etc. 

II. Stories. 

The Farmer and the Birds. Child's World. 
The Morning-glory Seed. Child's World. 
A Lesson of Faith. Month by Month (June). 
Herr Oster Haas. German legend. 
The Life of a Bean. 

III. Poems. 

Who Likes the Rain? Month by Month. 

The DandeHon. Three Years With Poets. 

Wild Geese. Three Years With Poets. 

Little White Lily. Tree Top and Meadow. 

Flowers and Weeds. Tree Top and Meadow. 

The Rainbow (Hiawatha's Childhood) . Tree Top and Meadow. 

IV. Pictures. 

Bird Pictures. 
The Sower. Millet. 
Plowing. Rosa Bonheur. 
The End of the Day. Adams. 

V. Things to Do. 

1. Dramatize the thought, activities and stories of the month. 

2. Pose che pictures of the month and of preceding months. 

Give much attention to the facial expressions as well as 
to the pose of the body and grouping. 

3. Make a large sketch of a garden upon the blackboard, show- 

ing fence and gate, paths and garden beds. Cut and draw 
garden tools, hoe, rake, spade and sprinkling can. 

4. Find a plot of ground near the school and make a garden. 

Bring good soil in little wagons if it is not already there. 
Visit the garden daily and care for it, that it may grow 
rapidly. 

5. Make figure drawings of children drawing wagons; work- 

ing in the garden and helping father and mother in the 
home garden. 

6. Draw and paint the friends of the garden, the birds, frogs, 

etc. Make a bird chart. 

7. Make cuttings and drawings of umbrellas; children out in 

the rain. 

8. Plant lima beans, water and care for them. Draw and 

paint the beans at different stages of their growth. 

9. Poster: Sewing day at home. 



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SIOUX CITY PUBLIC SCHOOLS 21 

VI. Things to Think About. 

1. What seeds need for their growth. How they begin to 

grow. 

2. How Mother Nature depends upon our aid in the care of 

growing things. 

MAY AND JUNE 

I. History Basis. 

1. The garden continued. 

a. Care of the garden. 

h. Products of the garden. Vegetables and flowers. 
c. A study of the blossoms of the garden. Apples, plums, 
etc. 

2. The care of pets. Dog, kitten, rabbits, squirrels, birds. 

3. Preparation for vacation time. 

What can be done during the summer vacation to aid 
the members of the family. Vacation fun, games, visits 
to the farm, etc. 

4. Memorial Day. What it means. The service of flowers. 

How the children can take part. 

n. Stories. 

Just-So Stories. Kipling. 

Five Peas in a Pod. Anderson. 

Philemon and Baucis. Cook's Myths. 

Little Red Riding Hood. 

The Four Musicians. 

HI. Poems. 

The Boy's Song. Three Years With Poels. 

Summer. Three Years With Poets. 

Wishing. Three Years With Poets. 

Papa's Song Three Years With Poets. 

The Little Plant. Child's World. 

Foreign Lands. Stevenson. 

The Honey Bee. Tree Top and Meadows. 

What a Child May Have. Tree Top and Meadows. 

Clovers. Tree Top and Meadows. 

Beautiful Things. 

Cover Them Over With Flowers. Carleton. 

IV. Pictures. 

Song of the Lark. Breton. 
Shepherd's Star. Breton. 
Dance of the Nymphs. (^oroL 
Planting Potatoes. Mil lei. 
Cats and Kittens at Play. 
Three Friends. Gardner. 
WeA Riding Hood. l*Vii is. 
Cairi Yoii'Taik. Iloliiics. 



22 PROGRESS 

V. Things to Do. 

1. Dramatizations of the month. 

2. Pose of pictures or of situations in stories that can be 

thrown over into picture form. 

3. Paint a spring landscape, a summer tree, a tree in blossom. 

4. Draw and paint the products of the garden, vegetables and 

flowers. 

5. Cuttings and drawings of the children at work, spading, 

hoeing, raking; at play, rolling hoops, swinging, fishing. 

6. Illustrate stories as above. 

7. Make a poster of visiting day in the home. 

8. Design work with sticks, fences, borders, etc. 
10. Fold paper and cut flowers, color, etc. 

VI. Things to Think About. 

1. How many things are dependent upon us for their com- 

fort, happiness and even life? What is responsibility? 

2. How can we make our vacation of great use to ourselves, 

our family and our friends? 



SIOUX CITY PUBLIC SCHOOLS 23 



FIRST YEAR 



The History of this year constitutes largely the basis for the thought 
matter of the year. Whatever the nature of the technical work, it is the 
history worked over that furnishes its foundation. 

Through the History of the year the child is led into an attitude of 
thoughtful activity and self-dependence; an attitude which is of more 
importance than the formal work of reading or spelling. But, if the 
teacher rightly divides her efforts, the formal work will be done better 
than it could be done without the rich field of investigation back of it. 

THE JUNIOR SEMESTER 

Farm Study 

A. The" co-operation of the farm with the village or city. 

1. What the farmer contributes to the necessities of the vil- 

lage or city child. How he co-operates with us in pro- 
viding our food, clothing, etc. 

2. A simple discussion of the farmer's needs which he can- 

not well supply himself, and how the village or city com- 
munity aids him in getting these supplies. Work out the 
general idea of community co-operation. 

B. The Farm. 

1. Something of the idea of what a farm is like. Size of the 

farm as compared with the city or village. Fields, streams, 
woodlands, etc. People who live upon the farm: Farmer's 
family, farmer's help. 

2. The farm house compared with the town home. 

a. House: Size, rooms, how furnished, compared with 
town home; some rooms for special farm purposes. 

h. Lawn: Trees, shrubbery about the house, etc.; play- 
grounds for children: Swings, croquet grounds, etc. 

c. Garden and orchard: Vegetables for farmer's use; 
fruit: Berries, cherries, apples, peaches, pears, etc. 

d. The barn yards: The carriage and implement barns; 
care of carriages and implements. 

e. The barns: (1) The horse barn: Storage for hay, straw, 
etc.; the grain bins, etc.; where and how the horses are stab- 



24 PROGRESS 

led; the single stall, the box stall; how the horses are cared 
for, (2) The cow barn: Arrangement; fodder storage; how the 
cows are stabled; how the cows are cared for; general cow 
comfort; cleanliness. (3) The pig sty: Studied in the 
same way. (4) The poultry houses: Studied in the same 
way. 
3. The fields: The division of the farm into fields for pur- 
pose of cultivation: The corn field, the oat field, the 
meadows, the fences. 

Notes: 1. As soon as possible after beginning this study the class 
should make a trip to a farm for observation and study of materials. 
Carefully work out the plan of the trip and just what you wish to observe 
before going. 

2. The farm home with the lawns, yards, gardens, orchards, barns 
and buildings of all kinds should be worked out in the sandpan as fast 
as the above ideas are developed. The house, the barns, etc., may be 
built with heavy construction board and painted with the child's water 
colors. The fences should be buih and painted. The windmill and 
pump should be in evidence. The various forms of animal life should 
be modeled in clay and scattered about the farm yards, each in its ap- 
propriate place. Farm implements should be in evidence, and a team 
hitched to a farm wagon will give spirit and life to the work. The chil- 
dren and the farmer's family and help should be found in characteristic 
work or play. The highway along which stretches a telephone line lead- 
ing into the house, and a rural delivery mail box at the gate, will 'con- 
vey something of the idea of modem farm conveniences. The plat of 
the farm fields should also be worked out in the sandpan. The resource- 
ful teacher will work out in characteristic manner the oat fields in har- 
vest, the corn field, the pastures with the herds grazing, the brook and 
the rude farm bridges, and in general, make the whole scene typical of 
the real farm spirit. 

C. The Farmer's Autumn Work. 

While logically one would begin with the farm in spring, and 
follow the growth of the farm crops throughout the year, 
yet for convience sake it will be better to follow the sea- 
sons and study the work from month to month just as the 
farmer is working it out. 

i. The farmer's harvest. 

a. Hay: The hay fields; cutting the hay; machinery used; 
the older scythe method; curing the hay; drawing and 
storing the hay; the barn mows; field stacks; pressing the 
hay for market purposes. 

b. Grain: The grain fields; cutting aiid curing the grain; 
the machinery used and what each machine does; thresh- 
ing; the machine which separates the grain from the straw; 
the machine which furnishes the power; the co-operation 
of the farmers in "changing work" in threshing time and 
in other work in which an unusual number of "hands" are 



SIOUX CITY PUBLIC SCHOOLS 25 

needed; activities in the farm house during the threshing 
time. The threshing dinner, etc. Various kinds of grain; 
uses to which grain is put. 

c. Corn. The cornfields. Picking the corn. ShelHng 
and marketing the corn. 

,d. Potatoes. Digging the potatoes; storing and market- 
ing them. 

e. Garden materials: Fruit, pumpkins, squashes, melons, 
celery, etc. Study and work over in the same way as other 
products. 

2. Something of the pleasures and games of the autumn sea- 

son as well as its work. Picnics, nutting parties, autumn 
pleasures. Child life on the farm in autumn. 

3. The Thanksgiving festival and what it means to the farmer 

and to us. 

4. Increased activity in the town as the result of the sale of 

the farmer's products. 

5. The selection and purchase of the many materials which 

the farmer needs and which the sale of his crops will en- 
able him to buy. 

6. The preparation which is needful to be made for winter 

months on the farm; in the home, in the barns. 

D. Farm Life in Winter. 
1. In the farm home. 

a. For the children: Early rising, the fires, wood, coal, 
kindling, the early breakfast, going to school, the country 
school compared with the town school, the dinner at school, 
plays and games at school, evening hours, winter enjoy- 
ments. 

b. The house work: The meals, care of the milk, mak- 
ing butter, the eggs and poultry, the care of the cloth- 
ing. 

c. In and about the barns: Feeding the stock — horses, 
cows, hogs and poultry; milking; preparing food and keep- 
ing supply on hand; mending and repairing about the 
barns; hauling away of sold produce; sale of hogs, cattle, 
horses or poultry; uses to which they may be put. 

d. The barns and what they contain: Stock, various 
fodders and grains for stock food, farm tools and wagons, 
etc. 

e. Farm life in spring: The spring season; disappear- 
ance of ice and snow, returning birds, swelling buds, 
etc. 



26 PROGRESS 

/. The spring work. 

1. Preparations: Tools repaired and sharpened; 
harness in good repair; horses in good condition; 
seeds collected — corn, wheat, oats and potatoes, 
etc. 

2. The various spring activities: Plowing, harrow- 
ing, planting and sowing, rolling of meadows, build- 
ing and fixing of fences, pastures prepared for use. 

3. Later the cultivation and care of each crop. 

g. Germination. 

The general study of germination and its requisites: 
good seed, soil, warmth, moisture, light cultivation, gar- 
dening. 

//. The farmer's friends and enemies. 

1. A study of birds: Helpful birds, insect destroy- 
ers, cheerful neighbors, birds that sometimes hinder 
his work, seed eaters. 

2. Bug and insect enemies which the birds destroy. 

3. Plant enemies: Weeds: Something of a study 
of weeds and how the farmer destroys them. 

i. Marketing farm products. 

Fruits and vegetables, dairy products, hay, grain and 
corn. 

E. Food and Clothing Studies. 

A more carefully organized study of farm products as the great 
source of our food and clothing supplies. Make a list of 
these products, classify them and develop something of an 
idea of our dependence upon the farmer. 

F. Things to Do. 

1. Represent farm on sand table. 

2. Make a poster representing farm scenes. 

3. Sketch or mount cuttings for a chart of farm animals. 

4. Paint or sketch farm scenes and spring landscapes. 

5. Make drawings on board or with crayons, showing activi- 

ties of farm life. 

6. Dramatize the activities of farm life, as well as stories. 

7. Make and care for the school garden. 

8. Collect and mount pictures of farm life. 

G. Things to Think About. 

1. How the happiness and welfare of people depends upon 
many industries and the necessity of these many industries 
working together for each other's good. The farmer is our 
friend. Why? JVhat do we do for him? 

2. How things grow. Care needed. Need of sun, water, air 

and good soil. 

3. How the farm produces food for animals that in turn pro- 
duce food and clothing materials for us. 



SIOUX CITY PUBLIC SCHOOLS 27 

THE SENIOR SEMESTER 

A Study of Indian Life 

From Story of Ji-Shib 

I. The Baby Beaver. 

1. The life of the baby beaver. 

2. The beaver dam and village. 

3. The appearance of Indian canoes on the stream. 

4. The beaver's first sight of the Indian baby, Ji-Shib. 

5. The death of the beaver and his association with the life of 

Ji-Shib. 
Reference: Ji-Shib, Chapter I. 

II. The Indian Village. 

1. The journey to the summer camp. 

2. Appearance of the Indian village. 

3. The construction and interior of wigwam. 

4. Ji-Shib's babyhood; cradle. 

5. The early training and education of the Indian boy. 

6. Sports and games of childhood. 

7. The story of the beaver's ancestors. 

Reference: Ji-Shib, Chapter II. 

Eastman, Indian Boyhood, Chapters III, IV. 

III. Food and Storage. 

1. Wild harvests; rice, berries, nuts, roots, etc. 

2. Indian corn. 

3. Animal food. 

4. The Indian granaries. 

Reference: Ji-Shib. Eastman, Indian Boyhood. Starr, Some First Steps 
in Human Progress. 

IV. Indian Education. 

1. The meaning of the ceremony to the Indians. 

2. Indian music and dance; rythm rather than melody. 

3. Musical instruments. 

Reference: Ji-Shib, Chapter III. 

Eastman, Indian Boyhood. 

V. The Indian Boy Hunter. 

1. Hunting experiences of the Indian boy; hunting and trap- 

ping squirrels, rabbits, birds and small animals. 

2. Hunting deer, bear, buffalo. 

To follow the close of Chapter IV, Ji-Shib. 



28 PROGRESS 

VT. Methods of Preparing and Cooking Food. 

1. Grinding food (corn, acorns, etc.). 

a. Cavity in boulders. 
/>. Mortar and pestle. 

2. Fire making: History of fire making apparatus. 

a. By rubbing sticks. 
Twirling stick. 
Strap drill. 

Pump drill. 

b. By percussion. 
Pyrites and stone. 
Flint and steel. 

3. Cooking utensils. 

a. Hollowed stump of tree. 

b. Utensils made of skins. 

c. Baskets. 

d. Soapstone pot. 

4. Methods of cooking. 

a. Roasting on a spit. 

h. Parching in baskets. 

c. Baking and roasting. 

d. Boiling by means of hot stones. 

Reference: Ji-Shib, Chapter V, page 58. 
Eastman, Indian Boyhood. 
Starr, Some First Steps in Human Progress. 
Mason. Origin of Inventions. 

Vll. Preparation and Use of Skins. 

1. Material: Skins of buffalo, deer, l)eaver, s<pirrels and 

other animals. 

a. Toughest and hardest skins used for pemmican cases, 
drums and shields. 

b. Skins more pliable used for lodges. 

c. Skins with finished dressing used for clothing. 

2. Process of preparation of skui. 

(I. Pegged down to ground for drying. 

b. Smeared and scraped to remove flesh. 

c. Smoked and dried. 

(L Stretched on frame or branches, 
c. Scraped again lor liuish. 

.'). Making garments. 

a. Shaping skin into garmenls. 
Shirt. 
Leggings. 
Mocassins. 
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SIOUX CITY PUBLIC SCHOOLS 29 

h. Manner of sewing. 

Bone needle, awl and sinews. 
Overcasting. 

c. Decoration. 

Porcupine quills, dyed and flattened. 
Skins of birds, w^oven feathers. 
Bands of fur. 
Bead embroidery. 
Fringe of leather. 
Bits of metal or shell. 

4. Tools. 

a. Scraper or adze. 
h. Woman's knife. 

Reference: Ji-Shib, page 60. 

Mason, Woman's Share in Primitive Culture. 
Starr, Some First Steps in Human Progress. 

VIII. The Canoe. 

1. Material; how obtained. 

2. Construction. 

a. Frame work. 

h. Covering of bark. 

c. Filling seams with pitch. 

d. Decoration of canoe. 

Reference: Ji-Shib, Chapter V, pages 60-62. 

IX. Tools and Weapons. 

1. Tools. 

a. Hammer stone. 

b. Celt or chisel (wedge). 

c. Adze; straight axe. 

d. Scraper. 

e. Knife or saw. 

2. Weapons. 

a. Club. 

b. Spear. 

c. Sling. 

d. Bow and arrow. 

In order of use: Stone, club, sling, knife, spear, arrow, bow 
and arrow. In the spear the knife is made to throw. 
This was a great improvement as the knife means a 
hand to hand combat. Bow and arrow extends 
power to distance. It marks the highest stage of 
savagery. 

Reference: Starr, Some First Steps in Human Progress. 
Mason, Woman's Share in Primitive Culture. 
Ji-Shib, page 62. 



30 PROGRESS 

X. From the closing chapter of the book work out the following: 

1. The incidents of the buffalo hunt. 

2. The adventure with the eagles. 

3. The end of Ji-Shib's childhood; his long fast, and the dis- 

covery that the beaver is his Guardian Spirit. 

XI. Things to Do. 

1. Make sketches of the beaver, the dam, the lake shore, and 

the Indian wigwam or village. 

2. Represent an Indian village on the sand table. 

3. Make a poster, "Ji-Shib's Home in the Forest," or scenes 

from Hiawatha. 

4. Collect and mount pictures illustrating Indian life. 

5. Collect a number of stones suitable for tools and weapons 

and put handles on them in different ways. 
Make a sling, a spear, a bow and an arrow. 
If possible have a real Indian bow and arrow and arrow- 
heads in the class for observation. 

6. Make Indian designs with (a) Colored crayon on squared 

paper; (b) paper weaving. 

7. Dramatize, "The hunting of the red Deer," and other scenes 

from Hiawatha. 

8. Make sketches on blackboard and with colored crayons, 

showing all phases of Indian life. 

XII. Things to Think About. 

1. How people lived without the education and the ideas of 

love and helpfulness for all mankind that we now have. 

2. The early or primitive form of social and industrial activ- 

ities. 

3. The progress the world has made over the primitive In- 

dian way. 

4. A study of Indians of today. 



SIOUX CITY PUBLIC SCHOOLS 31 



SECOND YEAR 



The work for the second year will follow the study of Indian life 
begun in the previous semester by an introduction to the Child Life of 
Other Lands. It is the purpose of this study to broaden the scope of 
the child's immediate home experiences and surroundings by introduc- 
ing him to the simple life of various peoples. This study should result 
in an understanding of the various ways in which home life and simple 
industries are developed among different peoples. Of course, the child 
at the same time will gain something of a general concept of geograpi- 
cal ideas. 

In the latter half of the year the child will be introduced again to 
people of the very primitive type: The tree dweller, the cave man and 
the hunter. This work becomes the basis for the more definite histori- 
cal development of our industrial and social inheritance. 



THE JUNIOR SEMESTER 

Child Life in Other Lands, eight weeks. 

I. The Eskimo. 

L Appearance of the country; fields of snow; ice bergs. 

2. The snow house of the Eskimo. 

3. The animals and birds of the north, the dependence of the 

life of the Eskimo upon these. 

4. Food, dress and customs of the Eskimo people. 

II. Holland. 

1. Appearance of the country; dikes, windmills, homes. 

2. Characteristics of the people; dress and customs. 

3. Industries; life of the Hollanders; farms, dairies. 

III. Arabs. 

1. Appearance of the country; deserts, sand dunes, palm trees. 

2. The tent home of Arabia. 

3. The flocks of sheep and goats; ostrich; camel. 

4. Food, dress and occupation of the Arabs. 

5. Industrial life. 



32 PROGRESS 

IV. Things to Do. 

1. Eskimo life. 

a. Encourage pupils to make a collection of pictures, 
showing representative scenes of the country studied. 
Mount these pictures so they can be used to the best ad- 
vantage by the class. 

b. Show by means of drawings and paintings typical 
scenes in the life of the Eskimo; fields of ice and snow, 
icebergs, snow houses, dog-sledge animals, and occupa- 
tions of the people. 

c. A poster, "The Home of the Eskimo.'^ 

d. Represent on sand table an Eskimo village. In con- 
nection with this lot the pupils build a house with bricks 
of soft clay; make a sledge and harness for the dogs; make 
a sledge with a sail-screen used tor hunting; make a kajak; 
model the Eskimo lamp or stove and dress a doll in Es- 
kimo costume. Model in clay the animals of this region. 

2. Holland. 

a. Make collection of pictures. 

h. Show by means of drawings or paintings, scenes of Hol- 
land life; the flat green pasture lands, canals, dikes and 
windmills, etc. 

c. A poster, "The Land of Windmills." 

d. Make a representation of Holland on the sand tables 
and in this connection construct the canals and windmill, 
the Dutch house with red roof, the bed of flowers and the 
milk carts drawn by dogs. Dress a doll in costume and 
place upon its shoulders the wooden yoke used by its wo- 
men. 

e. Dramatize the farm life, the care of the milk and mak- 
ing cheese. 

3. Desert life. 

a. Make a collection of pictures showing all phases of 
Arab life. 

h. Make sketches or paintings of scenes in life of Arab 
people; an encampment of Arabs, the tent and surround- 
ings, the camels at the spring, palm trees and desert 
scenes, the shepherd boy and flocks, the animals of the 
desert. 

c. Make a poster, "A Moving Caravan," "The Rug-Weav- 
ers at Work," "An Oasis." 

d. Represent on sand table the characteristic scenes of 
Arab life. 



SIOUX CITY PUBLIC SCHOOLS 33 

V. Things to Think About. 

1. A general idea of the size of the earth, the waters and the 

lands, the hot portions and the cold portions and how peo- 
ple live under difterent conditions. 

2. That the home is the important thing in every land, and 

how the love of father and mother and child really binds 
the whole world together. 

3. The different ways in which people live to accommodate 

themselves to the cold or the heat, and the different kinds 
of food. 

4. What has made it possible for us to know all about these 

people who live so many miles away? Do the Indians 
know about these people or not? 

B. The Tree Dwellers, ten weeks. 

Note — The general outline for this study is, of course, Miss Dopp's 
text. However, the teachers will remember that the book is never to 
be placed in the hands of the child until after the work has been thor- 
oughly developed. The book is not for study; but for the pleasure of 
reading after the development has been made. A change in this method 
will make the work of the teacher valueless and the child will be handi- 
capped in his future history work. Things to Do and Things to Think 
About are so well outlined in the text that it is unnecessary to mention 
them specifically in this outline. The teacher, however, should not fail 
to remember that motor expression is the basis of the Dopp text. 

"We are now studying about a people that had little because thev 
knew little, and lived among large, fierce animals of whom they were 
afraid. To think how the country looked at that time we roust eliminate: 

1. The things that we have that depend upon tools — houses, wo- 
ven cloths, grain fields, boats, wagons, etc. 

2. All things that depend on fire. 

3. All means of defense from large animals. 

4. All domestic animals. 

5. All grains, trees and plants that depend upon man for their ex- 
istence. Then we must think of the appearance of the world changed by 
strange, large trees, and everywhere large animals of strange appearance: 
Cave bears and tigers, mammoths, huge hyenas, small horses, large ser- 
pents, huge birds, etc.; the ability to produce fire; the necessity for a 
home; the beginning of family life." 

Make real to the children the grassy plains, the wooded hills, the 
dense forests, the fierce animals, the first home. 

Sharptooth — Study appearance of Sharptooth; her locomotion, home, 
dress, food, relation to Bodo, relation to other people. 

Bodo — His babyhood, cradle, food; things his mother taught him; 
the age at which he took care of himself. 



34 PROGRESS 

Chapters XXII-XXIX. 

Chapter XXII. 

1. The first knowledge of fire. 

2. Bodo's experiment and the result. 

3. How the clan was formed. 

4. The home on the ground. 

Note the difterence the fire makes in respect to safety, change in 
sleeping place, a means of defense against animals, tends toward a settled 
place of abode. The beginning of social organizations — the clan, its 
power for strength, — recreation, advancement in knowledge, the begin- 
ning of the arts, basketry, cooking, working in stone, dressing skins, and 
the beginning of ornament in dress. 

Chapter XXIX to end of book. 

The peoples of the clan learn by experience the advantages of 
co-operative action. 

Rhythm and the dances as a means of organization. 

Trophies of the hunt given as encouragement in effort and 
leadership. 

The changes in climate which are marked by the appearance 
of the musk-ox. 



THE SENIOR SEMESTER 

A. The Early Cave Men, nine weeks. 

Note — The general outline for this study is, of course, Miss Dopp's 
text. However, the teacher will remember that the book is never to 
be placed in the hands of the child until after the work has been thor- 
oughly developed. The book is not for study, but for the pleasure of 
reading after the development has been made. A change in this method 
will make the work of the teacher valueless and the child will be hand- 
capped in his future history work. "Things to Do" are so well out- 
lined in the text that it is unnecessary to mention them specifically in 
this syllabus. 

Chapters I to IX. 

The cold climate and necessity for better homes. 

Idea which led to desire for caves as homes. 

How the cave was obtained; description of interior. 

The distribution of trophies; the the use of ornaments. 



SIOUX CITY PUBLIC SCHOOLS 35 

Chapters IX to XIII. 
Tools and weapons of ihe Stone age. 

1. Tools. 

a. Hammer stone. 

h. Celt or chisel (wedge). 

c. Axe. 
Straight axe. 
Adze. 

d. Scraper. 

e. Knife or saw. 

2, Weapons. 

a. Club spear (knife and club combined). 

h. Sling. 

c. Bow and arrow. 

In order of use: Stone, club, sling, knife, spear, arrow, bow 
and arrow. In the spear the knife is made to throw. 
This was a great improvement as knife means hand to 
hand combat. 

Bow and arrow extends power to distance. It marks the high- 
est stage of savagery. 

Chapters XIV to XXVII. 

The flood, the loss of fire, the suffering and danger of the people. 

"Treat the lessons of these chapters in such a way as to enable the 
child to sympathize with the cave-men in their distress, and in a dram- 
atic way to unite with them in overcoming their difficulties. 

'The worship of fire is readily understood when it is remembered 
that fire was man's greatest blessing at this time." 

Work out the following outline: 

I. Origin of Fire. 

1. Date unknown. 

2. Myths and superstition. 

3. Fire worship. 

II. Causes Which May Have Led to the Discovery of Fire. 

1. Volcanic fires. 

2. Burning of natural gas. 

3. Lightning in forest. 

4. Friction of boughs. (Bamboo) . 

5. Spontaneous combustion. 

III. Benefits from the Use of Fire. 

1. Protection from wild animals. 

2. Warmth and comfort insured. 

3. Cooked food. 

4. Better tools. 

5. Lenghtened day affords time for improvement. 



36 PROGRESS 

IV. Invention of Fire Making Apparatus. 

1 , By reciprocating motion. 

a. Stick and groove. 

h. Twirling stick. 

c. Strap drill. 

d. Bow drill. 

e. Pump drill. 

2. By percussion. 

a. Pyrites and stone. 

h. Flint and steel. (Tylor, p. 188). 

Chapter XXVII to XXXII 

The needs of utensils and means of transporting food led to inven- 
tion of basketry. 

"The relation of the different styles of weaving to the needs which 
caused them to be invented should be noted. The first weaving was 
probably the weaving of branches for shelters and such other coarse 
work." 

The following outline will be suggestive: 

Weaving and Basketry. 
I. Kinds of Weaving. 

1. Wattle work. 

a. Use; shelters, bridges, traps, fish-weirs. 

b. Material; boughs, saplings, canes and vines. 

2. Matting. 

a. Use; mats, covers, hangings. 

b. Material; flat strips of bark. 

3. Basketry. 

a. Use; cooking, carrying, storing and serving food. 

b. Material; roots, stems and bark. 

4. Weaving on loom. 

a. Use; clothing, bags, blankets, fish nets, etc. 

b. Material; Indian hemp, vegetable fibre, cords of feath- 
ers and strips of skins. 

Basketry, 

I. Origin of Basketry. 

1. Hollow reeds or canes, gourds, horns, etc. 

2. Grasses netted about natural objects. 

II. Material. 

1. Gathering in forest, swamp, mountains and desert plains. 

2. Preparation l)y pounding, stripping, soaking, etc. 

3. Coloring from vegetable dyes. 



SIOUX CITY PUBLIC SCHOOLS 37 

in. Kinds of Baskets as to Use. 

1. Large conical shaped burden basket. 

2. Granary baskets. 

3. Basket-top for mortar. 

4. Water tight baskets for cooking. 

5. Scoop, sieve, trays. 

6. Ceremonial placque. 

7. Baby cradle. 

IV. Kinds of Baskets, as to Texture. 

1. Woven. 

a. Plain weaving. 
h. Twined weaving. 

2. Sewed. 

a. Coil of rigid material. 
6. Coil of soft material. 

V. Decoration. 

1. Design in stitches. 

2. Ornaments attached. 

Chapters XXXII to XXXV. 

Hunting the mammoth. 

Division of spoils. 

Means of carrying heavy burdens. 

Lead the child to see that most of the primitive methods of carry- 
ing have survived to the present time. Work out different methods, as 
pads for head, straps, braces, yokes, frames, etc., for carrying burdens. 

Things to Do. 

1. Make a poster, "The Home of the Tree-Dwellers." 

2. Make a chart of sketches of paper cuttings, showing differ- 

ent animals of this period. 

3. Model animals in clay. 

4. Make sketches or model on sand table showing the appear- 

ance of the first shelter on the ground. 

5. Construct a cave on the sand table representing the fire 

within the cave door. Show the destruction of the cave 
and the loss by fire; by the flood. 

6. Make sketches of the following: 

The fire country. 

Sharpeyes talking to the cave men. 

The cave men working with fire drills. 

The rejoicing of the people on discovery of fire. 

Illustrate, "The Fire Bringer." 



38 PROGRESS 

7. Dramatize, "The Council." 

Let the children decide who shall take the most import- 
ant parts, by showing what each can do. 

Dramatize, "The Return of Strongarm." 
Let Strongarm recite his adventures. 

8. Make the fire-making apparatus. 

9. Gather twigs or branches that can be used for basket-mak- 

ing. Soak in water to make them more pliable and soft, 
and then remove the outer bark. Try to make a basket 
by weaving the twigs. A. good way is to make ribs of 
basket of twigs and weave the sides with grasses of raffia. 

10. Carry out some pleasing design for basketry. 

a. With colored crayon on squared paper. 

b. By weaving colored paper. 

11. Collect stones and other material used for tools and wea- 

pons. 

12. Sketch on the blackboard, or with colored crayon, scenes 

representing the life and activities of the tree-dwellers and 
cave-men. 

B. Hunter Life — nine weeks. 
L Subject Material. 

1. The hunter period; including all people who live by hunt- 

ing either wild animals or uncultivated vegetables. Two 
types have been studied in the Second grade; the cave-man 
and the Indian. It is the present work to notice continu- 
ous development and causes, not to study isolated facts. 
The teacher, therefore, will review briefly the tree-dweller 
and cave-man and pass on immediately to the further work 
of the year. 

2. Homes. Caves, trees, rude huts, limbs, brush, reeds, skin, 

mud, bark; shape according to material and use of house; 
material depends upon natural conditions; often movable, 
often left behind; migration slow necessarily, little taken 
with them, dependent day by day for all food and shelter 
material; natural characteristics, climatic and physio- 
graphic, likely to influence the choice of the hunter's home. 

3. Food. Materials sought; vegetables and small animals in 

lower stages; large animals after stone weapons appear. 

4. Utensils. Great variety; early rude forms; beginnings of 

baskets and pottery; finally become works of art. 

5. Implements. First natural objects; boats from floating logs; 
weapons from sticks and stone; the stone hammer or axe; 
development of the bow, arrow, spear; large game made 
development necessary. 



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6. Fire. Discovery; means of protection; changed home life; 

change in food preparation; methods adopted for cooking, 
roasting, boiling, etc. 

7. The hunt. First alone; co-operation found beneficial; ne- 

cessity for concerted action; division of game; rules or 
agreements necessary; growth into permanent tribal rela- 
tions. 

8. Divisions of labor. Women provide vegetables, men ani- 
mal food; industries grow out of each; women originate the 
greater number. 

Labor in common necessary; tribes developed special 
activities; desire beyond tribal satisfaction produced. 

9. Dress. Began as ornament; ornament indicated bravery, 
victory, special honor; method of wearing developed into 
clothing for protection; various forms and materials used; 
climatic and physiographic influences. 

10. Sociability. First clans about the fire; amusements con- 

nected with work; development of rude music and rhythm; 
mutual assistance in time of need. 

11. Exchange. Borrowing at first common; simple exchange 
follows; medium of exchange adopted; something of recog- 
nized value; different in various tribes; products often 
scattered before regular exchange was established; mar- 
kets on borders, tending toward a general civilization. 

12. Finally increasing numbers make government necessary; 

village life makes homes better; industries developing; 
dress shows rank or tribal relation; recognized jurisdiction 
of territory developed tendency toward permanent settle- 
ment; hunter people often become agricultural. 

13. All of this material the child has been working and talking 

over with the teacher. He has with his hands worked out 
many of the problems, and has illustrated either in color 
or with the pencil many of the life conditions he has de- 
veloped. After this history has been developed, never 
before, he is ready to read "Docas" with enjoyment, and 
to get from it many "dinchers" along the line of the work 
he has done. 

II. Hunter Life. 

1. Meaning of the term, Hunter Life. 

2. Area covered by hunter people. 

3. Population. 

4. Conditions influencing lives. 
a. Use of fire. 

1. Causes which may have led to use of fire. 

2. Benefits derived from use of fire. 

3. Invention of fire -making apparatus. 



40 PROGRESS 

III. Character of the People. 

1. Ideas of government and social organization. 

2. Occupations. 

3. Home life. 

a. Shelter. 

1. Habitations of cold regions. 

2. Habitations of hot regions. 

3. Habitations of temperate regions. 

b. Food. 

1. Kinds. 

2. Preparation. 

3. Utensils used. 

c. Clothing. 

4. Means of travel and transportation. 

5. Arts of hunter people. 

a. Making of weapons. 

1. Those developed from a stone. 

a. Hammer stone. 

b. Gelt. 

c. Axe. 

d. Knife. 

2. Those developed from a stick. 

a. Pointed stick. 

b. Club. 

c. Spear. 

6. Making of tools. 

Tools used were hammer, scraper knife, awl and imple- 
ments of grinding. 

c. Basketry. 

1. Origin of basketry, 

Hollow reeds or canes, gourds, horns, etc. 
Grasses netted about natural objects. 

2. Material. 

Gathering in forest, swamp, mountains and desert 

plain. 

Preparation by pounding, stripping, soaking, etc. 

Coloring for vegetable dyes. 

3. Kinds of baskets, as to use. 
Large conical shaped burden basket. 
Granary baskets. 

Basket-top mortar. (Mill.) 
Water-tight baskets for cooking. 
Scoop, sieve, trays. 
Ceremonial placque. 
Baby cradle. 



SIOUX CITY PUBLIC SCHOOLS 41 

4. Kinds of baskets, as to texture. 
Woven. 

Sewed. 

5. Decoration. 
Design in stitches. 
Ornaments attached. 

d. Pottery. 

1. Origin. 

Pottery developed from basketry. 
Myths concerning origin. 

2. Material. 

Clay. 

Tempering material. 

3. Construction. 

Modeling. 
Moulding. 
Coiling. 

4. Surface. 

Polished or scraped. 
Finished with slip. 

5. Firing. 

Pottery inverted over embers. 
Burned in dome shaped oven. 
Primitive kiln. 

6. Color. 

Natural constituents of material. 
Degree of heat. 

7. Form. 

Forms copied from nature. 
Use of handles. 

8. Ornament. 

Flat outlines. 
Relief. 

9. Uses of pottery. 

Vessels for eating, drinking and cooking. 
Large vessels for storage. 
Vessels for ceremonial use. 

Note — Kiln, glaze and potter's wheel unknown to primi- 
tive people. 

IV. Things to Do. 

1. Make a chart representing the different homes of hunter 

people. 

2. Make a collection of stones for tools and weapons. 

3. Make baskets from twigs or other material collected by the 

children. 



42 PROGRESS 

4. Develop pottery from baskets by lining the basket placque 

with clay. 

5. Make a chart showing modes of travel by land and water. 

6. Construct apparatus for making fire. 

7. Designs of basketry and pottery in colors. 

8. Represent on a sand table the characteristic life of any of 
the hunter tribes. 

9. Model in clay forms of pottery. 

10. Collect or construct the different implements used in pro- 

curing food; digging stick, axes, clubs, slings, rude traps, 
snares, weirs, nets, bow and arrow and quiver, skin bags 
and baskets. 

11. Represent on sand table homes of the different tribes; caves, 

huts of bark, wigwams, wattled huts, igloo, round houses, 
and the long house of the Iroquois. 

12. Construct boats, Indian cradles, totem poles. 

13. Represent by means of sketching, painting, or blackboard 

drawings, scenes in the lives of these people, or objects 
used by them and animals of the different localities. 

V. References. 

L. S. "Place of Industries in Elementary Education," Dopp. 

L. S. "Man and His Work," Herbertson. 

L. S. "Woman's Share in Primitive Culture," Mason. 

L. S. "Origin of Inventions," Mason. 

"Some First Steps in Human Progress," Starr. 
L. S. "American Indians," Starr. 
L. S. "Indian Boyhood," Eastman. 
L. S. ''Anthropology," Tylor. 
L. S. "The Story of Primitive Life," Clodd. 
L. S. "The Story of Ab, "Waterloo. 
L. "Story of the Potter," Binns. 

"Indian Basketry," James. 
L. "The Play of Animals," Groos. 
L. "The Play of Man." 
L. "Prehistoric Times," Lubbock. 
L. "The North Pole and its Discovery," Peary. 
L. "American Indians," Schoolcraft. 



SIOUX CITY PUBLIC SCHOOLS 43 

VI. Things lo Think About. 

1. What have been the large steps of development of the hu- 
man race from the cave man to the hunter as studied in 
the above outline? 

2. What would you say was the school life of a hunter boy 

or a hunter girl? 

3. Discuss their home and show in what way it was better 

than that of the tree dweller or cave man. 

4. Compare their food with that of the more primitive life. 

5. Be able to give a general picture of your idea of the pro- 
gress made up to this time. 



SIOUX CITY PUBLIC SCHOOLS 45 



THIRD YEAR 



From the very primitive life briefly touched upon in the second year, 
the third year child is to follow up the industrial life of the primitive and 
semi-primitive civilization. Thus the third year child will consider the 
evolution of the hunter, the fisher, the fowler, the shepherd and the 
early agriculturalist. 

These problems are all essentially industrial. They are without lo- 
cation except as climatic or physiographic location becomes a factor in 
the problem to be solved. As these problems are without location, so, 
too, they are not confined to a specific people or race, but rather have 
been the problems of mankind of whatever race and wherever found liv- 
ing under given conditions. 

Again the teacher must bear in mind that while these problems are 
simple logically, they are psychologically, to the child, complex. They 
were simple to the immature mind of the primitive man because they 
were problems of his environment. They really are complex to the im- 
mature mind of the child because he must first dissociate his present en- 
vironment and assume a totally strange environment, and in this foreign 
environment work out a given problem. The first step of the teacher, 
therefore, must be to dissociate the present and assume the past. Success 
in this work will depend largely upon the ability of the teacher to se- 
cure this mental condition. 

It will be readily understood, therefore, that it is not the purpose 
of this course to furnish for the child mind a "psychological parallel" 
(cultural epoch), nor to give to the child for solution a problem that can 
in any pyschological sense be considered as his problem, except as through 
a true play attitude he assumes a totally foreign environment and makes 
it for the time his own. 

The teacher, therefore, should work for the following results: 

1. To build logically through these primitive industrial pro- 

blems a true basis for the study of later industrial and in- 
stitutional history. 

2. To give to the child a rich field for investigation that may 

be utilized in all departments of the school activity as the 
basic subject material. 

3. So give a basis for the manual and esthetic expressions of 

the child which may be worked over through all the var- 
ious forms of school expression. 



46 PROGRESS 

It thus becomes the organizing material in the teacher's hands. 
The child finds in it the opportunity of "shaping his activities to the ac- 
complishment of purpose," and thus he begins to formulate new pro- 
blems and seek their solution. The formulation of the problem neces- 
sitates the clear imaging of the conditions and environment, and the 
ability to hold conditions clearly in mind while considering their rela- 
tionships. 

THE JUNIOR SEMESTER 

A. Fisher People.— Eight weeks. 

I. Fisher Life. Fisher people are hunter people who live along a 
coast or large river. Note as a difference between a fisher and 
hunter that the fisher must enter and conquer an element in 
which he could not naturally live. What would be its effect? 
The fisher life is more regular than the hunter's; develops a 
hardy, adventurous race. Geographical conditions largely 
govern fishing possibilities; some coasts not accessible; portions 
of rivers not good grounds; coast fishing followed by deep sea 
fishing; methods of fishing; early developing from coast to deep 
sea. 

1. Homes. Often permanent; men only wanderers; semi- 
nomadic homes grouped together into villages; successful 
fishing done by groups; organized labor required; dance 
used to practice united action. 

2. Labor. Women do some agricultural work, engage in 

domestic arts, and help care for the fish. They have 
more responsibility than among the strictly hunter people. 

3. Inventions, implements and weapons. Require more 

thought than in the strictly hunter period; discuss the 
spear, rake, net, weir, and other means of capturing fish. 

4. Trade. Natural means of transportation gave trade easy 

development; their own products; became carriers for 
others; early transportation methods. 

5. Fowling. Fisher people often fowlers also; harder to catch 

birds; birds caught at first at nesting time and while young; 
use of bird's eggs; later methods, smoke, bait, traps, dis- 
guising self; flying birds only caught after the invention of 
a flying weapon; fowling requires less force but more 
thought; domestication of birds follows. 

6. Extreme North. People both hunters and fishers; reasons: 

Special birds of the north; duck, goose, gull, tern, awk; 
people of Siberia and Scandinavia as types. 

7. Migration. Hardy, adventurous life of fisher, together with 

his coast location, led often to adventurous migrations and 
conquest. Study Northmen as a type. 



SIOUX CITY PUBLIC SCHOOLS 47 

8. Text Book: The Early Sea People. 

Note: The general outline for this study is, of course. Miss Dopp's 
text. However, the teacher will remember that the book is never to be 
placed in the hands of the child until after the work has been thoroughly 
developed. The book is not for study, but for the pleasure of reading 
after the development has been made. A change in this method will 
make the work of the teacher valueless and the child will be handicapped 
in his future history. 

Things to do and things to think about are so well outlined in the 
text that it is unnecessary to mention them specifically in this outline. 
The teacher, however, should not fail to remember that motor expres- 
sion is the basis of the Dopp text. 

1. Fisher Life. 

a. Meaning ot the term, fisher life. 

h. Transition of hunter life to fisher life. 

c. Population. 

d. Conditions influencing lives of people. 

2. Characteristics of People. 

a. Social organization. 
h. Occupation. 

c. Home life. 

1. Food. 

2. Shelter. 

3. Clothing. 

d. Means of travel. 

1. Evolution of boat. 

e. Arts. 

1. Pottery. 

2. Basketry. 

3. Tools and weapons. 

4. Means of catching fish. 

B. Shepherd or Pastoral Life. — Ten weeks. 

A change from a life that was absolutely dependent upon game, 
either large or small, to a life that could depend more or less upon the 
production of food through pastoral industries, was necessarily a great 
step in human progress. \^e must, of course, be very careful to de- 
velop the thought that the change was gradual, an evolution not a revo- 
lution. This change was the result of experiences, discoveries and 
problem solutions that may be classed as of as much importance 
in the early development and education of the human race as were some 
which we count very important in our later day experience. Unfor- 
tunately there is no text as yet written that can be placed in the hands 
of children of this grade, and the problems must necessarily be devel- 
oped between teacher and child. 



48 PROGRESS 

I. Pastoral People. 

1. Following the hunter life make a study of the shepherd. 

A people who have become sufficiently organized to shape 
their activities towards ends in the future — ends be- 
yond their immediate needs. The change from the hun- 
ter and fisher to the pastoral life has been gradual. Ne- 
cessity has guided them on their way. Note some of the 
reasons for this change; given area could no longer sup- 
port increasing people; wild animjals develop more and 
more cunning; some animals taken alive have been kept 
and possibly have increased in numbers; living near a 
herd possibly enclosed in area; accidents have developed 
into a business. Man finds he can live in a smaller area 
by establishing a sympathetic relation with animal life: 
grass-eating animals become domestic through care. 

2. The new problems: To find pasture, water, protection 

against wild animals, cold and hostile tribes. How best to 
manage animals to make pasturage last longest — rotation 
of feeding herds. If these problems are successfully met 
it means for him a regular supply of food, warm clothing, 
and an increase of flocks and leisure time. 

3. Pastoral life developed in grassy, treeless plains; in sparse 

pasturage where indiscriminate hunting would extermin- 
ate animal life. Conditions not met in America or Africa; 
best met in Asia in its climate, vast treeless plains, sparse 
pasturage, few water courses, natural home of grass-eating 
animals, fewer flesh-eating animals. 

4. Pastoral life had humanizing effect; preserving life instead 

of destroving it; required a large community to herd and 
protect animals; young men could not be independent; 
must remain with tribe; their chief the tribe father, the 
patriarch, head of the tribal family; tribal organization 
brought about sympathy within and hostility without the 
tribal group. 

5. Warfare common among the pastoral peoples. Why? 

Isolation of tribes tended toward warlike spirit; protection 
of property and herds furnished chief motive; surplus en- 
ergy expended in aggressive warfare. 

6. Animal life. In temperate zones cattle, horses, sheep, 
goats and sometimes camels. Uses made of each. Value 
of horses to the shepherd. Selecting halting places. 
Travel easier and faster. Quick raids possible. Value of 
cows; milk food, flesh food, food in reserve; hides, shelter 
tents, clothing, bottles, etc. Value of sheep and goats; 
wool, hair, great advance in the manufacture of clothing, 
etc. 



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SIOUX CITY PUBLIC SCHOOLS 49 

7. Industries. Among others the textile industries develop; 

spinning, weaving and dyeing improve the clothing. Music 
now confined to industrial activities. Leisure time about 
the fire brought about the dancer, singer and story teller. 

8. Tents moved sometimes daily, sometimes not for weeks, 

dependent upon pasturage, water supply, or the presence 
of hostile tribes. Study the family moving; their wander- 
ing never haphazard. Describe the tent, their summer 
home; note the differences between it and the tent of 
the hunter. Study their winter home; winter quarters often 
the same from year to year. Things they would look for 
in selecting a winter location. 

9. Pastoral people were slow, proud, independent, kind, hos- 
pitable, superstitious. Their law, the work of the head of 
the family. They cultivated the soil to some extent, halt- 
ing during the growing season until the grain was harvested, 
then moving on. The households were very large, num- 
erous children, grand-children and servants. They ac- 
quired traditional rights to pastuie; trespass usually meant 
war. 

10. A late type may be found in Swiss mountain life. Note 
similarities and differences. 

Make a special study of pastoral life in the warm re- 
gions. In what way does it differ from the temperate 
pastoral life, and why? 

In the same way make a study of pastoral life in the 
cold regions. 

II. The Transition of Hunter Life to Shepherd Life. 

1. Natural causes which led to the transition. 

a. Animals nearly exterminated by wasteful hunting. 
h. Animals become more cunning and elude hunters. 

c. Population increases and land unable to support all 
life depending upon it. 

d. Conditions in Asia which favored domestication of 
animals. 

1. Animals native to the region. 

2. Animals adapted themselves to captivity. 

2. Steps which led to domestication of animals. 
a. Capturing animals alive. 

h. Traps and snares. 

3. Advantages of shepherd life over hunter life. 
a. Greater security of life. 

h. Necessity of provision for future. 

c. Greater wealth. 

d. Humanizing effect on people. 



50 PROGRESS 

e. Improved social conditions. 

/. Provided means of transportation. 

Note — Providing for the future marks the first step in the develop- 
ment of a people from savagery to barbarism. • 

III. Environment. 

1. Plains. 

a. Tundra; semi-pastoral: Lapps. 
h. Steppes: Kerghiz. 
c. Desert: Arabs. 

2. The mountains. 

IV. Shelter. 

1. Sod-covered shelter: Lapps. 

2. Yurt: Kerghiz. 

3. Tent: Arabs. 

V. Clothing; material woven by people. 

VI. Food; obtained principally from flocks, wild grain, fruit. 

VII. Social Organization: Patriarchal Family. 

1. Relations within the group. 

2. Relations of groups to each other. 

VIII. Arts of Shepherd People. 
1. Spinning and weaving. 

IX. References for Teacher's Use. 

1. "History of Civilization," Morris. 

2. "Domesticated Animals," Shaler. 

3. "Earth and Its Inhabitants," Volume I, Chapter 4, Reclus. 

4. "Wanderings in Arabia," Volume I, Chapter 5, Doughty. 

5. "The Place of Industries in Education," Dopp. 

6. "Some First Steps in Human Progress" (building), Starr. 

7. "Textiles and Clothing" (reference shelf), Watson. 

8. "Woman's Share in Primitive Culture," Mason. 

9. "Pushman Brothers' Rug Book" (in each building). 

10. "Stories of Useful Inventions" (building), Forman. 

11. "Jennie Hall Leaflets" (building). 

12. "High School Geography," Dryer. 

X. A Specific Study of Arabs. 

1. Character of desert land. 

a. Topography; plains, hills, valleys, etc. 

h. Climate; temperature, rainfall. 

c. Life conditions resulting from relief and climate. 

1. Plant life. 

2. Animal life. 



SIOUX CITY PUBLIC SCHOOLS 51 

2. Character of the people. 
a. Nomadic. 

1. Reasons for nomadic life. 

a. Necessity for pasturage. 

b. Title to land uncertain. 

2. Government of Arab tribes. 

a. Tvpe of government. 

3. Home life of Arabs. 

a. Order in movement of camp. 
h. Encampment. 

c. Tent. 

d. Food. 

e. Clothing. 

4. Arts of the shepherd people. 

a. Spinning and weaving. 
Preparation of the wool. 
Spinning. 
Dyeing the wool. 
Weaving of rugs and textiles. 
Design. 

XI. Things to Do. 

1. Make a collection of pictures showing all phases of shep- 
herd life. 

2. Make sketches or paintings of scenes in life of shepherd 

people; an encampment of Arabs, the tent and surround- 
ings, the camels at the spring, palm trees and desert scenes, 
the shepherd boy and flocks. 

3. Make a poster, "A Moving Caravan," "The Rug Weavers 

at Work," "An Oasis," "The Home of the Shepherd Peo- 
ple." 

4. Represent on sand table the characteristic scenes of shep- 

herd life. 

5. Experiment with wool; cleanse, card, dye and spin on hand 

made spindle. 

6. Rug weaving. 

XII. Things to Think About. 

1. Be able to name the important steps in human progress 

from the tree dweller up and through present study. 

2. In what ways do we know that the early shepherds pos- 

sessed the beginning of real education? 

3. In what way was the early shepherd more independent 

than peoples who had lived before him? 

4. Upon what particular things did the early shepherd find 

himself dependent. 

5. What is migration and what were the causes of migration? 



52 PROGRESS 

THE SENIOR SEMESTER 

A. Primitive Agriculture.— Twelve weeks. 

Note — The development of an agricultural people from a pastoral 
people was, of course, a matter of much experience, oft times of acci- 
dent and finally of education. It will be noted that the great point in 
progress is the projection of human effort into the future care of the 
family. The sowing ot seed meant the planning for, and the waiting for 
the harvest. This planning, sowing and waiting were the signs of in- 
creasing intellectual activity and of the intellectual control of nature's 
forces. As to whether seeds were sown first for human food or for the 
food of animal life is not known. 

The necessary migration to find food for animal life would make 
the agricultural problem as much one for animal care as for direct 
human food. The fact that grains, too, have developed from grasses 
would give some authority for the same interpretation. Whichever may 
have been the primal cause, the result is the same. Humanity found 
that it could reproduce plant life at will, and where it would, by the 
sowing of seed and the care of the plant. And humanity found that the 
plant was the basis for animal life and necessarily, therefore, the basis 
of its own life. Herein was the key to the motive of developing agricul- 
ture. 

L Review. 

1. A brief review of 

a. Hunter and fisher life. 

h. Shepherd life. 

c. Agricultural beginnings. 

The resulting changes in mode of life, food, homes, re- 
ligion, etc., as man progressed from one stage of a life to 
the next higher stage. 

All hunter or shepherd people are agricultural to some extent. When 
either class becomes settled they depend more and more upon plant 
food until they reach the true agricultural stage. The settlement may 
be forced or by choice. Keep in mind that some people who engaged 
in agriculture were less advanced in civilization than many hunters. 

Shepherd people advanced faster as cultivators of the soil because of 
their domestic animals, and man himself is more highly organized. 
Hunters are classified as savage, while pastoral people are barbarians. 
Civilization came with agriculture. 

Agricuhure centers the interest in the land because of the labor 
put into it. Land becomes divided for agricultural purposes, but remains 
common for pasturage. Division of land begins the division of animals 
and personal property. 

The patriarchal families became broken up into clans. People not 
fixed to the soil. Settled life means property; property demands law; 
law replaces the avenger. 






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Fighting is done with more persistence; the leader will be the young 
man instead of the patriarch; captives of war become slaves to till the 
soil. 

With agriculture the house takes on a more permanent character; 
weaving still a prominent industry with the women; linen now^ used as 
well as wool. Domestic animals used as beasts of burden and as draft 
animals; roads are improved; wheels began to appear on vehicles. 

Co-operation now noticed in the building of houses, gathering of 
crops, and in uniting for protection against various dangers. 

2. Some types for brief review. 

a. Tree dweller and cave men as developed in previous 
grades. 

1. Characteristics. 

2. In what way the cave men had made progress 
over the tree dweller. 

h. The Indian. 

1. Characteristics. 

2. His progress beyond the cave men. 

c. The lake dweller. 

1. Characteristics. 

2. Points of progress over Indian. 

3. Lake dwellers of Switzerland. 

Locate and study his life. 

d. The Shepherd. 

1. Characteristics. 

2. Points of progress. 

3. Type — The Bedouin. 

3. Things To Do. 

a. Sandpan home of each of the above types; especially 
the lake dweller. 

h. Tools and weapons constructed of each of the above 
types. 

c. The working up of raw wool to its woolen product. 

d. The manufacture of butter and cheese. 

4. Transition from pastoral to agricultural life. 

a. Beginnings of grain culture. 

1. Reasons. 

2. How brought about. 

3. Early methods of: 

a. Plowing. 

h. Seeding. 

c. Cultivating. 

d. Harvesting. 

e. Threshing. 

/. Grinding, etc. 



54 PROGRESS 

5. Transition from Shepherd Life to Agricukural Life. (Notes, 
quotations.) 

'The history of agriculture points with a sure finger to the use 
and preservation of the edible grains for food as the most important 
step in the progress of mankind from savagery towards enlightenment. 
The seeds of humble grasses may be looked upon, by a somewhat 
strained metaphor, as the seeds of civilization. 

"Agriculture most probably began in the cultivation of the grains. 
It might seem as if only incipient starvation could first have induced 
man to search the grasses for their seeds, to cleanse these from their 
harsh husks, and use them as food. Yet the agricultural art of the 
Eastern continent appears to have had this humble origin. The wheat, 
the barley, the rice and the other grain plants of ihe east were origin- 
ally humble grasses. The maize of America is also a grass, though one 
that offered, in its native state, a more abundant supply of food. To 
the cultivation of these grasses we must look for the first step in all 
the civilization which has ever arisen upon the earth. 

"These grass seeds possess certain highly important characteristics. 
They are not only palatable and nutritious, but they are capable of 
being preserved through the winter in an unchanged state. By their 
storage a supply of vegetable food, extending throughout the entire year, 
could be obtained. Probably this important fact was more slowly rec- 
ognized than that of the suitability of the herbivorous animals to do- 
mestication. Yet the seed eating tribes must have frequently gathered 
more food than was necessary for their immediate wants, and by slow 
steps the needs of the next day, the next week, the next month and 
eventually, of the whole year, may have been provided for. Certainly 
this final result could not have been an original one. As hunters 
drifted into pastoral habits, so seed eaters must have drifted into 
habits of economy and provision. 

"But the practice of agriculture involves far more than does the 
simple process of animal domestication. The latter is gained once and 
for all. It is a single step of progress, while agriculture requires a 
thousand steps. Thus the herders may have attained their ultimate 
phase of industrial life while the farmers were still in their incipient 
stages of development. Many centuries may have passed while various 
processes of gathering and storing grain, of seed-planting, of weeding 
the grain fields, of watering the plants, and the numerous incidental 
arts, were being devised. But that degree of progress once attained, 
agriculture was fairly instituted. There was nothing to hinder its con- 
tinual unfoldment into its present state. 

"And with the development of agriculture began the civilization of 
mankind. All civilizations are agricultural in their origin. No shep- 
herd tribe ever advanced beyond the barbarian stage of progress. Agri- 
culture has invaded the desert oases, yet its civilized arts have never, 
except in a slight degree, been adopted by the surrounding nomads, 
who retain unto the present day almost their original ideas and stage of 
industry. If, now, we ask for the cause of the great difference in the 
development of the nomad and the settled races, the answer will not be 
difficult to give. The intellectual means of the modes of life widely 



SIOUX CITY PUBLIC SCHOOLS 55 

differ. The wandering herder may continue mentally obtuse, and yet 
be fully adapted to all the actual demands upon him. He is not troubled 
about provision for the future. The animals upon which he lives are 
hardy, docile and easily managed, and increase in numbers rapidly 
enough to supply any probable drain. Their keepers need only to drive 
them from pasture to pasture, and attend to the simple duties of the 
herdsman's life. Physical energy here replaces mental. The intellec- 
tual demands are of the most crude and superficial character. 

"It is the same with home duties. The nomad home is necessarily 
a simple tent, which must be small in size, and cannot possess any di- 
versity of utensils. This home life is reduced to its simplest condition, 
beyond which it is unlikely to progress. There is little opportunity for 
adornment, for increase of comiort, or for multiplication of culinary 
utensils. The necessity of frequent transportation rigidly reduces the 
tent and its furniture to the lightest weight and the most portable forms, 
so that any marked improvement in domestic comforts or conveniences 
becomes impossible. 

"The other requisites of civilization are equally forbidden. There 
can arise no extensive and permanent communities. The tribal or pa- 
triarchal organization is necessarily developed and retained, while the 
isolation of each tribe is very apt to produce hostile relations between 
the inhabitants of various sections of their desert home. It is impos- 
sible that any intricate political organization can appear or any general 
code of laws develop. Law is never more than unwritten custom and 
has little that is tangible, nothing that is invariable. And the sense of 
personal freedom developed by the wandering life is fatally opposed to 
the gowth of any centralized government. 

"Thus the family, the industral, and the political relations of nomads 
are alike crude and incapable of any high development. Religion is 
in a similarly simplified condition, since the lack of social organization 
opposes its development. Religion cannot advance under these cir- 
cumstances, since the opportunity for an incitement to deep thought, 
which is the basis of religious progress, does not exist. No high type of 
faith can appear, nor can a high type impressed from without avoid 
sinking into a mere physical superstition. 

"Thus the circumstances attending the nomad life have hindered 
any. advance beyond the barbarian condition. But the simplicity and 
ease of attainment of this condition render it probable that the nomad 
races very early gained a minor degree of advancement, since which per- 
iod their progress has been very limited. High civilization could 
never have arisen among hunting or herding tribes. 

"It is at once evident that agricultural tribes are exposed to condi- 
tions exceedingly more complex. Their food supply is subjected to 
constantly varying dangers. Storms, drought, insect enemies — A 
thousand perils surround it. Constant watchfulness and labor are nec- 
essary, with incessent observation of the phenomena of climate and sea- 
son. 

"Provision is unceasingly demanded. Vegetable food cannot be 
trusted, like animal food, to reproduce and preserve itself, but needs 
careful planting, weeding, harvesting, threshing and storing. It is ex- 



56 PROGRESS 

posed at every step of its growth to foes, and the mind is actively ex- 
ercised to save it from peril. The uncertainty of rain renders irrigation 
often necessary. The variation in overflow of streams requires banking, 
ditching and transportation of water. Failure of crops leads to close 
economy and long preservation of food. Thus endless calls for mental 
acumen arise in the field life of the farmer. 

"In his home life a complexity appears. The possession of a per- 
manent home incites to sohdity of erection, effort at ornamentation, di- 
versity of furniture, and the invention of articles conducive to comfort 
and enjoyment. There is, therefore, a constant inducement to the 
exercise of taste and ingenuity. 

"But if we leave the farmer as an individual, and consider the agricul- 
turists collectively, new civilizing tendencies are apparent. Political or- 
ganization may indefinitelv develop. In fertile countries the population 
becomes dense. A diversity of occupations appears. Many puzzling 
questions of human relations occur, which must be settled either hos- 
tilely or peacefully. The variable laws of custom soon becomes insuffi- 
cient, and need to be replaced by fixed and general laws. Nor can 
men readily fly from the operation of these laws. They are tied to the 
land to which they owe their support, and must conform to the rules of 
the society of which they form a part. Thus a recognition of the neces- 
sity and the authority of law arises. This is a necessary preliminary condi- 
tion to the formation of strong central governments, and the patriarchal 
system of the nomads is here replaced by the gradually growing des- 
potism of the settled stale, and subsequently by the gradually growing 
democracy. 

''Wealth is also gained. Trade arises. Cities are built and peopled. 
Diversified industries spring up. Leisure gives men time to think. Lit- 
erature is born. Religion continually developes. A learned and well- 
organized priesthood replaces the early physical, by intricate metaphysi- 
cal systems. Government is divided between church and state, and 
falls into the hands of the people, while the idea of force is replaced by 
that of duty — the obligation of every man to conform to political and 
moral laws. 

"Such is very briefly the principle of human progress. It began 
in the practice of agriculture. It has culminated in the city, which is a 
direct and iiccessary outgrowth of agricultural life, and is the foster 
home of all the higher phases of human culture." — From Civilization and 
Historical Review, Morris. 

"When men began to learn to till the soil, by degrees they had to 
abandon their nomadic life, and to have for a time fixed dwelling 
places, in order that they might guard their crops, and gather, in the 
time of harvest, the fruits of their labor. Cattle were no longer the 
only means of subsistence, nor sufficiency of pasture tlie only limit to 
migration. A part of their wealth, was, for a time, bound up in the 
land which they had tilled and sowed, and to obtain that wealth they 
must remain in the neighborhood of the cultivated soil. Thus a new 
relationship arose between different families. They began to have 
neighbors — dwellers on and cultivators of the land bordering their own, 
so that common interests sprang up between those who hitherto had 



SIOUX CITY PUBLIC SCHOOLS 57 

nothing in common, new ties began to connect together those who had 
formerly no fixed relationship. 

"The adoption of agriculture changed likewise the relation of men to 
the land on which they dwelt. Hitherto the tracts of pasture over which 
the herdsmen had driven his flocks and cattle had been as unappropri- 
ated as the open sea, as free as the air which he breathed. He neither 
claimed any property in the land himself, nor acknowledged any title 
thereto in another. He had spent no labor on it, had done nothing to 
improve its fertility; and his only right as against others to any locality 
was that of his temporary sojourn there. But when agriculture began 
to require the expenditure of labor on fhe land, and its enclosure, so as 
to protect the crops which had been sown, a new distinct idea of the 
possession of these enclosed pieces of land began to arise, so that a 
man was no longer simply the member of a particular family. He had 
acquired new rights and attributes, for which the palriarchal economy 
had made no provision. The adoption of a more permanent settlement 
thus tended in two ways to facilitate the introduction of a new social or- 
ganization. 

'"By increasing the intercourse, and rendering more permanent the 
connection between different families, it destroyed their isolation, and 
therefore weakened the autocratic power of their chiefs; and at the 
same time, by introducing new interests into life of the members of a 
family, and new relations between different families it compelled some- 
times the adoption of regulations necessarily opposed to the principles 
of patriarchal rule. We must remember, however, that the change from 
a nomadic to a settled state took place very gradually, some peoples be- 
ing influenced by it much more slowly than others. 

"It was probably to the difficulty of supporting existence produced 
by the increase of population that the more continuous pursuit of 
a'^riculture was due; and it would therefore, be first regularly followed 
by the less warlike tribes. Agriculture would therefore have to be pur- 
sued more regularly and laboriously, and thus the habit of settlement 
would gradually be acquired. Under this influence we may discern a 
change taking place in the social state of the Arvan tribes. Gradually 
they become less nomadic and more agricultural; and as this takes place 
there arises also a change in the relations of peoples to each other. 
We find, nevertheless, one special type of society to have been the pre- 
vailing type among them. This form of society is called the Village 
community. (Discuss Village community in general terms.) 

'The claims of Egypt to the greatest antiquity among the civilized 
nations of the earth, admitted by many historians, is to some extent sus- 
tained by other considerations. Egypt is, in fact, of all the countries 
named, the best adapted by nature to the growth of a native civilization. 
One of the requisites to this is safety from hostile assault during the 
primitive stages of progress. Nomadic races naturally tend to warlike 
habits. Agricultural races incline to peace. Their wars are more the 
work of kings than the desire of the people. Thus the primitive agri- 
culturists could scarcely have made any rapid progress without some 
natural protection from the hostility of the pastoral wanderers. 

"Egypt was protected in all directions. Northward the Arabian des- 
ert closed its gates. To the east and west also lay barren deserts. A 



58 PROGRESS 

country which was all length, and no breadth, extending in width but a 
few miles on each side ol a central river whose cataracts and unnavigable 
reaches cut off ready approach by water, was difficult of access and 
easily defended. The primitive Ethiopian savages were little likely to 
disturb seriously the growing civilization on the northern Nile. 

''As for the requisites of agricultural progress, Egypt specially pos- 
sessed them. Various edible grains, and wheat and barley in particular, 
are indigenous to southern Asia, and probably to Egypt. W'heat, the 
most valuable of the grains, was of old, and still is, the most important 
field product of that country. Egypt is favored in other particulars. It 
contains few of the dangerous wild beasts which elsewhere afflict the 
farming classes. Nor could it ever have sustained a very large number of 
food yielding animals. Probably the hunting stage was not of long dur- 
ation there, and the partial exhaustion of animal life may have rendered, 
at an early date, some form ol agriculture necessary. Finally, must be 
noted the fact that Egypt was, perhaps, the best adapted of all known 
countries to the natural development of agriculture. In that rich soil 
there was no occasion for artificial fertilization. The river annually 
fertilized it. The country was rainless, but this was far from being a 
disadvantage, since the annual overflow of the Nile fully irrigated the soil, 
while the subsequent hot suns produced a seldom failing harvest. Agri- 
culture was of the simplest. In its more advanced stages little more was 
done than to break the ground with a hoe or a rude plow, to scatter the 
seeds upon the fertile soil, tread them into the river mud by the feet of 
driven cattle, and trust to time and the sun for the harvest. 

'Thus, if we may judge from these specially favoring circumstances, 
Egypt was probably the earliest agricultural nation, since agriculture 
there was almost as simple a process as the domestication of animals in 
the desert, while the workers in the fields were in little danger from war- 
like assault. But an important secondary conclusion arises from this. 
For the very reasons that the early development of agriculture was fav- 
ored, its later progress was retarded in Egypt. The art retains there to- 
day much of its original development. Some effort to equalize the water 
supply was made, by the aid of animals, dykes and sluices, but there 
was no need of any extensive works of this kind, except to increase the 
the width of fertile ground, nor of any intricate planting or harvesting 
machinery. Yet, though agricultural art but slowly improved, the very 
great food production nourished a large population, and caused that ag- 
gregation of wealth and specialization of a leisure class which are the 
necessary preliminaries to civilization. The sluggishness of the agricul- 
tural art would not hinder the full development of the other arts, and 
these may have very early unfolded on Egyptian soil." — From Civiliza- 
tion and Historical Review, Morris. 

II. Some Type Studies. It is not the purpose in the following 
t)pe studies to go into detail in the application and localization of the 
principles of early agriculture. We must remember that the primitive 
beginnings of agriculture antedate, perhaps by centuries, any type stud- 
ies that could be given. Consequently we must keep in mind that the 
following studies represent early agriculture in a more or less mature 
condition, not in its primitive form. 



SIOUX CITY PUBLIC SCHOOLS 59 

1. A Study of Egyptian Farm Life. 

a. Location of the Nile valley. 

h. Conditions of overflow and enrichment. 

c. The need of irrigation and peculiar means by which 
it is carried on. 

d. A special study of the Egyption plow and other forms 
of agricultural implements. 

e. The Egyptian farmer and his home. 
/. The work of men and of women. 

g. The crops reaped. 

h. The harvest. 

i. The types of social and religious life. 

j. Egyptian education. 

k. Compare with the primitive life; how rich it had grown. 

2. The Roman farm. 

a. The simple understanding ol the patrician and the 
plebian. 

b. Picture of plebian farm of four acres, the typical size. 

c. Something of the soil, and characteristics of the coun- 
try. 

d. Crops of the vine, the olive, the vegetable garden. 

e. Chickens, bees, cattle, sheap, cereals. 
/. Describe the implements of harvesting. 

g. How the farming processes were carried on. 

h. What became of the crops and the relation of the 
plebian to the patrician. 

3. Early Teutonic farmers. 

a. A study of Teutonic village life, in the center of a 
patch of cultivated ground. 

h. A study of the surrounding tillage land and its divis- 
ion into strips usually of not more than an acre each. 

c. The division of these strips among the people of the 
village. 

d. How these strips were farmed. 

e. The meadow lands, the tillable lands, the pastures, 
and how they were divided. 

/. The outer circle of woodlands and waste, common to 
all, used for fuel and for the purpose of hunting and fish- 
ing. 

g. While the preceding studies antedate this in time, 
which is the more primitive in type? And why? 



60 PROGRESS 

B. A Comparative Study of the Primitive Farm With the Pioneer Farm 
Life of Our Own Country. — Six weeks. 

Recall the visit to the farm and discuss the following: 

1. The relation of the farm to the city. 

a. Corn and its relation to hogs; Stock Yards. 
h. Dairy products; Hanford Produce Company. 

2. Size and appearance of the farm. 

3. Convenience and advantages of the farm of today. 
a. Improved machinery. 

h. Equipment of buildings. 

c. Rural mail delivery and telephone. 

Contrast this farm of today with the condition of the pioneer farmer. 
Begin the history with the discoveiy of America and the first farms and 
settlements on the coast, and lead up to settlement of the Western states. 

I. The Journey of the Early Pioneer to the Western Country. 

1. Equipment for the journey. 

2. Incidents on the way. 

II. The New Home. 

1. Appearance of the country. 

2. Building the house and shelters. 

3. Food supplies of the early settlers. 

4. Cultivation of soil and the first harvest. 

III. The Location of Farm Favorable for Development of Town. 
Rivers. 

Boat landing. 
Indian trail. 
Timber land. 

IV. Development of Town. 
1. Early life. 

The farmer and his neighbors; exchange of work. 
Grist mill and blacksmith shop set up. 
Landing of a steam boat. 
Trappers and traders pass through. 
Store becomes necessary. 

Surveyor buys part of farm, plats a town and gives name 

to settlement. 
Steamboat leaves mail; postoffice. 
Trappers and settlers locate; hotel necessary. 
Machinery for sawmill brought on steamboat. 



SIOUX CITY PUBLIC SCHOOLS 61 

Workmen with families arrive on boat or overland by 

wagon. 
Schoolhouse built, used also as church and town hall. 
By degrees the settlement becomes a distributing point, 

an outfitting post, and a happy, contented community. 
Social industries to study. 
The work of the carpenter, miller, mason, blacksmith, 

store-keeper. 

2. Later life. 

Roads made; streets in town. 

Land office located; law offices and printing press. 

Railroad to town; machinery and farm implements. 

Building material discovered; brick made and stone quar- 
ried. 

Mills, milk and cream station. 

Development of lines of business depending on large num- 
bers. 

Sewers built, streets paved, parks laid out. 

Fire department and pob'ce. 

Library, opera house, churches. 

A modern city is developed with modern houses. 

References: McMasters' History of the United States, Chapter XXL 

V. Things to Do. 

1. Represent the home of the pioneer farmer on the sand 
table, making additions later to show the development 
of a town. 

2. Poster, "The Journey to the New Home," "The Pioneer 

Farm in Winter," "The Trappers," or other scenes. 

3. Sketches or paintings of the covered wagon, the farm 

scenes, trapping and huntmg scenes, the steamboat land- 
ing, the early town, etc. 

4. Dramatize the different trades. 

VL Things to Think About. 

L Why can we say that agriculture has been the basis through 
which much of the progress of mankind has been wrought? 
Note that agriculture is older in years than known history 
records. 

2. Of the types of early agriculture we have studied to which 

does the agriculture about Sioux City most nearly conform? 

3. What sort of agriculture might we call the little four-acre 

farm of the Romans? 



62 PROGRESS 

4. In what respect does the pioneer farming of this country 

resemble the farming of the early Teutons? 

5. Note that the pioneer farming carried with it the three ele- 

ments of early primitive life, hunting, pastoral life and agri- 
culture. 



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SIOUX CITY PUBLIC SCHOOLS 63 



FOURTH YEAR 



I. Purpose. 

The first semester of the fourth year completes the development 
of the agricultural period. From the primitive life problems of the 
hunter, fisher, shepherd and early agriculturist the child is led to the or- 
ganizing and civilizing influences of agriculture as it has progressed from 
the early Aryan of the Indus to the more specialized form of the present 
day. 

Let us keep for our key the thought that the typical hunter was the 
savage, the barbarian, the shepherd, while with the development of ag- 
riculture came true civilization. 

The second semester of the fourth year begins the continuous study 
of developing civilization, and the problems presented thereafter always 
have definite place and time relations. The child begins the study of 
peoples and of the achievements of peoples, and begins the development 
of racial and national progress. 

II. Point of Contact. 

The fourth grade history parallels in a larger way the problems of 
the fourth grade geography and will emphasize the study of the valley 
and the coast as the homes of civilization and agriculture. 

"It is interesting and important to notice the geographical conditions 
under which great nations have arisen. This has always occurred either 
in valley-plains, the regions traversed and watered by some great river 
and its tributaries, or on a coast which has afforded the means of com- 
mercial intercourse with other nations. Thus India and China consist of 
valley-plains and have given rise to great nations. Babylon had the Eu- 
phrates and Tigris for its rivers. Egypt was watered by the Nile." 
Again, "Nations really great in arts and arms, in polity and learning, 
have arisen only in the temperate zone of the earth. There alone, has 
nature allowed man to devote his time and his powers to self-culture." 

III. Method. 

1. Keep the child in contact with the country, valley or coast studied 

by the daily use of the globe, map and sand table visualization. The 

I child's own expression of his problems through manual forms is essential. 

Get the habit of making these various expression forms your working tools 



64 PROGRESS 

and let your children feel that this objectifying of their work is a real part 
of their every-day problems. Blackboard modeling and charcoal modeling 
are essentials of the work. The year's history work should result 
in familiarity with the various coasts and valleys of the world continents. 

2. Remember that you are continually dealing with problems and 
if we are taking up our work aright, we are keeping the child conscious 
of his problem and conscious of his reasoning process in the problem so- 
lution. Let him often state the problems up for solution and keep a 
notebook of problems with their solution. 

Try to make this notebook an interesting and valuable piece of work, 
worthy to be taken home at the end of the semester. Maps and illustra- 
tions should make the notebook intelligible and interesting to the child 
and to his parents. 

THE JUNIOR SEMESTER 

I. Bibliography. 

"History of Civilization," Morris. 

Origin, 12. 

Difficulties which beset agriculturists, 17. 

Agricultural conditions lead to civilization, 18-21. 

Egypt. 

Egypt possessed requisites for agricultural progress, 23-5. 

Babylonia. 

Agricultural conditions of, 26-8. 

Hindu and Chinese Agriculture, 28-30. 

American civilization, 33-4. 

Original centers of agricultural development, 25-6. 

Man's natural advantage over lower animals, 84-5. 

Food supply, 86-7. 

Early agricultural peoples, 89. 

Commerce and trade, 91. 

Primitive religion, 250-9. 

"Tylor's Anthropology." 

"Home Life in Colonial Days," Earle. 

"The Place of Industries in Elementary Education," Dopp. 

"Woman's Share in Primitive Culture," Mason. 

"Origin of Inventions," Mason. 

"Prehistoric Times," Lubbock. 

"The Story of Primitive Man," Clodd. 



^ SIOUX CITY PUBLIC SCHOOLS 65 

"Childhood of the World," Clodd. 

"Man and His Works," Herbertson. 

"Stories of Useful Inventions," Forman. 

"Popular Account 'of Ancient Egyptians." 

"Industrial History of the American People," Moore. 

"Ancient Egypt and Assyria." 

"Outline of History for the Grades," Kemp. 

II. The Early Aryan Farmer. 
1. In Europe. 

a. Location. They were bounded on the south by the 
Danube, forests and swamps reaching up toward central 
Europe, on the west by the Carpathians. 

b. Characteristics of the country. 

1. Contour. Mostly level, mountainous on the west, 
swampy on the north. 

2. Rivers. Abundant, usually wide and deep, some- 
times forming dangerous rapids, sometimes spread- 
ing out in swamps. 

3. Soil. Extremely rich and productive, easily 
turned by the plow. 

4. Climate. Transitions of seasons more gradual. 
They learned to distinguish autumn as the time for 
gathering in the crops. 

5. Vegetation. Abundant and varied. Grassy step- 
pes on the east change rapidly into dense forests. 
Many new trees, as beech, oak, willow, hazel, elm, 
alder, ash, maple. Oak the principal tree. In after 
ages the early Greeks and Germans revered the oak 
greatly. Flax began to be cultivated. 

6. Animal life. Animals wilder and more terrify- 
ing. Bears' numerous; also aurochs, bison, elk, boars, 
wolves. Between the Carpathian and the Balkan 
mountains lions roamed. The hedgehog, fox, lynx 
and hart were common. Pigs began to be domesti 
cated as human life became more rooted in the 
soil. Did not have the cat, but the weasel took its 
place as mouse catcher, and also in superstitions and 
mythology; for example, it was considered bad luck 
to have a weasel cross one's path. Birds were very 
numerous. Cranes, wagtails, throstle, woodpecker, 
and starling are mentioned. Bees were common. 
Honey obtained before only by barter, was now abund- 
ant. Fish became known when boats fit for naviga- 
tion, i. e., boats with sails came into use. Nets were 
woven of flax, floated with buoys of bark, and sunk 
with stone weights. 



66 PROGRESS 

c. Institutional life. 

1. Improvement in home life. 

a. Organization of the family. House master at 
the head of his immediate family as before, with 
absolute power over his family and dependents, 
but not over his brothers or near relatives, who 
themselves are rulers of their households. The 
house masters, tracing their ancestry from the 
common source, meet as a sort of council, which 
decides all questions of common interest. This 
organization is called the brotherhood. Later 
the brotherhoods, settled on adjacent territory, 
form confederations for the sake of defence 
against a common enemy, thus founding the tribe. 
The tribal ties are made stronger by frequent 
marriages between members of different broth ei- 
hoods, and on account of the more settled life 
the wife's relations begin, for the first time, to 
be recognized, especially the mother's brother as 
the uncle and protector of the children. No 
last name as yet appears. 

b. Houses. The rectangular log house, which 
may have appeared before the agricultural per- 
iod, now became common. Some, at least, had 
a high sloping roof. The round hut was retained 
by the less energetic members of the tribes. 

c. Food. Much the same as before. Acorns, 
fish and pork added to the diet. They began to 
make butter, not for the purpose of eating it, but 
for lubrication. The milk was put into a sheep- 
skin or goat-skin bag and kneaded or beaten un- 
til butter was formed. Meat was roasted as be- 
fore. A method of boiling was discovered. 
Clodd says, "Afterward they (primitive people) 
would dig a hole and line it with the hard hide 
of the slain animal, fill it with water, put the 
meat in and then make stones red hot, dropping 
them in until the water was hot enough and the 
meat cooked. Then a still better way would be 
found out by boiling the food in vessels set over 
the fires. These vessels were daubed outside 
with clay to prevent their being burnt." — The 
Childhood of the World. 

d. Clothing. Hides and woolen mantles worn 
as before. Linen was added to materials for 
clothing. Hats and caps were introduced. 

d. Industrial life. 

1. Cattle raising. Cattle raising still important, but 
slowly giving way to farming. 






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2. Farming. 

a. Plants cultivated. Had wheat, millet and 
barley. Did not have oats. Had flax but not 
hemp. Probably had peas, beans and onions. 
Did not cultivate trees. 

b. Plow. The first plow was a stout piece of 
wood bent into a hook shape. It was without a 
handle. A. sharp stone was, at a later period, 
inserted for a point. Early names for plow mean 
"wolf with the biting teeth," "rooting hog," "pig's 
snout." It is supposed that the first plow was 
pulled over the ground by a man. Then a han- 
dle was added, so that one pushed while the 
other pulled. Afterward the pulling was done 
by oxen, the man guiding. 

c. Harrow. The first harrow was a branch of 
a tree. It was dragged over the plowed ground 
at first by man and later by oxen. 

d. Sickle. A stone sickle was used for cutting 
the wheat. 

e. Threshing. Grain was trodden out by man 
and cattle, and freed from chaff by throwing it 
up in the air. 

/. Fences. Fences consisted at first of twisted 
thorns and reeds, and were used to inclose small 
pieces of land in which were planted peas, beans 
and onions. This farm yard is probably near 
the beginning of private property in land. 

3. Manufacturing. 

a. Pottery. Potter's oven was made, and a way 
was discovered to make the glaze. 

h. Cloth. Cloth was now made of linen as well 
as of wool and felt. 

c. Flour. The earliest flour mill was a hollow 
stone, the mortar, in which the grain was pounded 
with another stone of convenient shape, the pes- 
tle. Afterward the surfaces of the mortar and 
pestle were roughened, so that the grain was 
grated rather than pounded. Later a handle 
was added to the top of the pestle. 

d. Weapons. The smith's art may not have be- 
gun, if so, they used stone tools at first. 

4. Trade. 

a. Fairs. Dumb barter gave way to fairs. 
"Two tribes agree that at a certain time, in a neu- 
tral place, war's alarms shall cease in the interests 



68 PROGRESS 



of trade. Weapons are laid aside and the dealers 
come together under the protection of the fair's 
truce. 

b. Guest friendship comes next higher. The 
stranger coming for the purpose of trade is en- 
tertained in the home, the usual suspicion and 
hostility toward him being laid aside. Inter- 
change of goods is more frequent as a result of 
the more settled agricultural life. (Shroeder 
and Jevons.) 

e. Religion. 

1. Powers worshiped. Still nature worship, but as 
they before had worshiped those things in nature 
most in evidence, such as the sky, the sun, the dawn, 
so now they worshiped that which was ever present 
to their consciousness — the forest, or individual trees, 
especially the oak. Woods and groves were the 
temples of the gods; the word "temple" probably first 
meant tree trunk. Soon they began to abstract the 
spirit from the object, i. e. they learned to think of 
the soul of the tree as being able to leave and go 
about. So now the belief grew that the forest was 
peopled with wood spirits, wild women, dryads and 
nymphs. 

2. Priests and ceremonies. At first the father acted 
as priest, performing the ceremonies. Then arose 
magicians, warlocks, soothsayers. One of the first 
ceremonies was divination by means of chips. 
They cut chips from the beech and oak, and cut 
signs on them denoting good or evil. If a public 
matter was to be decided, the priest of the tribe would 
officiate, or if it were a private affair, the house master 
would. He cast chips on a white cloth, and, looking 
upward and praying to the gods, he took three chips 
at random and then interpreted the meaning of the 
signs. Priests officated at the sacrifices of animals, 
sometimes at human sacrifices. The offices of priest 
and physician were combined. The priest had a 
knowledge of a few healing herbs and poisonous 
plants. 

3. Relation to superstition. Their superstitions 
were hardly separated from their religion. "The 
beast of the wilderness is an object of reverential 
respect. With the fox, the wolf, the weasel, etc., that 
cross the path of the vision of the traveler he as- 
sociates forebodings, sometimes of joy but mostly of 
gloom, to such a degree that at the present day we 
can hardly form an idea of the heaviness with which 
their superstitions and religious conceptions weighed 



SIOUX CITY PUBLIC SCHOOLS 69 

upon them. To an especial degree does this hold 
good of the kingdom of birds, whose mysterious and 
incalculable comings and goings in the regions deemed 
to be the abode of the "immorlals" fit them to be 
prophets." (Schroeder and Jevons.) The birds were 
the prophets at first, probably prophesying spring only. 
Birds of ill luck were the owl and the dove. The 
right indicated good luck, the left bad. Right was 
lucky because the right hand was skillful, clever; left 
was unlucky because the left hand was weak, and 
feeble. The light of the moon was regarded as having 
an effect on vegetation. 

2. In Eastern Iran. 

The Aryans who traveled southeast from the Volga set- 
tled in the eastern portion of Iran. Those who settled 
in the valleys invented the plow, raised grain, beans, 
etc. Instead of flax they cultivated hemp, from which 
they obtained their intoxicant. Those who settled on the 
surrounding steppe country remained nomads. 

The new animals with which they became acquainted 
were the jackal, ass and camel. They discovered gold. 
For weapons they had the bow and arrow, poisoned ar- 
row, sling, spear, pike, sword, knife, axe, club (used both 
for throwing and hitting) and the lance. 

3. In India. 

From Iran part of the Aryans went into India, where 
the warm climate, fertile soil, and abundant rainfall made 
agriculture much easier. This permitted a more settled 
form of life. The community of villagers bound together 
by the ties of kinship was the social unit. Regular trade 
became possible. The vegetation was tropical and abund- 
ant. The animals were fierce, the lion being the most 
terrible; the tiger was not known until later. 

The numerous contests with the natives made a great 
impression on Indian life and must have been long and 
terrible. A great amount of thought was given to religion, 
and the nature worship of ancestors developed into a wor- 
ship of elevated divinities who ruled the elements. Relig- 
ious thought finally crystallized in the Veda, which con- 
tains the highest ethical truth. 

III. The Pioneer Farmer. 

The child has been working over the problems of the early 
periods, the beginnings, through the industrial life, of the insti- 
tutional development. He has in this way thought through the 
industrial evolution of the savage and barbarian to a fairly well 
established civilization as typified in the agricultural life. Thus 
he has worked out and has in mind the beginnings of the idea 



70 PROGRESS 

ot property, ol permanent homes, of trade and transportation, 
ot" towns and villages, of the methods of defence and war, of 
social relations and of government and religion. 

1. Migrations. 

A continued industrial development has heen brought 
about either by a continued migration of pastoral and ag- 
ricultural peoples in order to escape an unfavorable envir- 
onment, or to secure one more favorable to their pursuits 
or by such a change being wrought in their environment 
as to cause their adoption of a changed mode of life. It is 
the purpose of the Senior Fourth year history to trace this 
further development; the causes of migrations; the com- 
ing to a new country; how this new country would be de- 
veloped in the light of the experiences they would bring to 
it; the concrete illustrations of this development as found 
in North America, South America, Africa, Australia and the 
islands of the Pacific. 

2. Why hunter or pastoral peoples move. 

a. To seek game or food for flocks. Movements of wild 
animals cause hunters to move. Scanty growth of grass 
causes flocks to keep moving. Large numbers of people 
reduce supply. It is an advantage to either hunter or 
shepherd to seek a place with few people. 

h. Move on account of trouble within the tribe, for per- 
sonal safety or perhaps because of a quarrel over property 
rights or ruling. 

c. Their moving is a wandering. The hunter wanders 
haphazard, the shepherd in a more regular way. The un- 
written law concerning rights, also the supply of pastur- 
age made regular movements a necessity. They often 
made an annual circuit. 

3. Why agricultural peoples move. 

a. Movements less frequent because of attachment to or 
ownership of the soil. Homes of a permanent character. 
Labor has given value to the home and the soil they cannot 
take with them. 

h. When an older country becomes thickly settled num- 
bers become a detriment. Migration is necessary to get 
more land or to get cheaper lands. 

c. They may move to get better lands. Lands some- 
times wear out or fail to produce profitably or sufficiently 
to make a living possible. Change in climate, lack of 
rain or warmth may cause change. 

d. Threatened liberty or obnoxious laws may cause mi- 



SIOUX CITY PUBLIC SCHOOLS 71 

e. Note that their moving is often more of a migration; 
they move in numbers, sometimes spoken of as an exodus 
or a colony. They are always seeking permanent homes. 

4. Migration and pioneering. 

a. When an agricultural people move they necessarily 
leave behind them many elements of civilization. They 
are thrown back upon the resources of primitive man, but 
their past experiences enable them to make rapid progress. 

Different people will seek different types of country. The 
development of the country will depend upon the char- 
acter of the country, the character of the migrating peo- 
ple, the obstacles to be overcome in the new country, the 
time of settlement, stage of progress of migrating people, 
proximity of a hostile tribe, proximity of a higher civiliz- 
ation. 

h. Agriculture developed in the temperate regions pro- 
duced the highest type of civilization. 

Discussion of climatic effects upon man. Natural re- 
sources of temperate regions as compared with those of 
the warm and cold regions. General conditions tending 
toward man's rapid development. 

c. Agriculture of the temperate regions developed first 
in the wooded country. 

Reasons — Location along coast or rivers. Nearest com- 
munication with the '"old home." Timber furnished pro- 
tection from elements. Supply of timber for building and 
fuel for warmth and cooking. Game abundant. Other 
natural foods. As it was the best place for primitive man, it 
was also the best place for any one dependent upon his 
own efforts. 

Some disadvantages — Timber must be removed before 
fields were ready for cultivation. Travel usually difficult. 
Farms small. Pasturage for flocks not good. Soil some- 
times good but oftentimes poor. Not a natural country 
for continued agricultural development. 

Illustrations — Taking the eastern coast of North Amer- 
ica as an example, study the problem as worked out there. 

Settlements. Their characteristics. Industries devel" 
oped. Home life. The nature of their agriculture. 

Crops — Extent, kind. Reason for selection of crops. 
Dependent upon self for building of home, furniture, clear- 
ing of land, making of clothes, etc. 

Developing occupations. The sea offers a rich source 
of supply. Division of occupation begins. Agriculture 
and fishing. Fishing becomes a business. Some become 
trappers. 



72 PROGRESS 

d. Three occupations develop — Agriculture, fishing and 
trapping- -from natural resources. 

Fisheries. Study development along the North Atlantic 
coast. Demand necessary before fishing becomes a busi- 
ness. Fisheries again promote trade. Demand for good 
boats, fishing material, etc. Locate the great fishing 
places of the world today. Study cod, salpon, oysters, 
whale and seal. 

Trappers — Dutch trappers, French explorei<s, Americans 
far west. Development of trading stations, etc. 

How the trades developed. See second grade outline and 
work over again at this point, amplifying the material. 
Development of the village and town of the early wooded 
country. 

5. A study of the movements and reasons that led to the 
European migration to the New World. 

a. A typical study of 

1. The New England pioneer life. 

2. The Jamestown Colony. 
/). Why they migrated? 

c. How they migrated? 

1. Preparation for migration. 

2. What they brought with them. 

3. Their journey. 

4. The selection of their new homes. 

5. Pioneer life. 

a. Work. 

b. Dangers. 

c. Amusements. 

d. School and church. 

d. Some pioneers to know. 

1. John Smith. 

2. Miles Standish. 

3. Daniel Boone. 

4. William Penn. 



6. Some Things to Do. 

a. Model in sandf 
of the Old and Nev 

h. Build a typical pioneer home 

c. Reproduce in poster many p 
from literature and art. 

d. Pose and dramatize pioneer life and a;^tion. 



a. Model in sandpan the Atlantic Ocean with the coasts 
of the Old and New World. 



c. Reproduce in poster many pioneer typical pictures 
from literature and art. 



SIOUX CITY PUBLIC SCHOOLS 73 

7. A continued migration from coast to valley. 

a. The gradual settling of the outer regions forced the 
continued migjration up the rivers toward the interior. So 
long as possible they kept to the wooded river regions. 
Finally they begin to settle the open plains back from the 
woods. 

1. Advantages — Land practically ready foi the plow. 
Soil usually very rich. Traveling very easy. Farms 
may be large. Pasturage plenty. Large flocks pos- 
sible. Best possibilities for a continued agricultural 
development. 

2. Disadvantages — No timber for shelter or fuel. 
No protection from wind, fire, or an enemy. Little 
game or native food. Distance from "old home," or 
source of supply. Lonely effect of the open country 
upon early settlers. 

3. Locate and study the great plain and forest re- 
gions of the temperate zone. The new pastoral life of 
of the great plains. The cattle regions. The Asi- 
atic shepherds today. Study regions of sheep, horses, 
reindeer, camels, elephants. The grain regions — 
wheat, corn, rice, etc. 

h. The movement from the coast into the Ohio Valley, 
then on to the gradual settlement of the interior. 

1. Result ol work of Daniel Boorie and other pio- 
neer hunters. 

2. Study of a journey of a family from the coast to 
the interior. 

a. Reasons for migration. 

h. Preparation for journey. 

c. Materials and seeds taken with them. 

d. The journey. 

L To the river. 

2. By river; boat or raft. 

3. Selection of new home site. 

4. Building the new home. 

5. The work of pioneer agriculture. 

8. The development of the great plain regions tends to make 

agriculture unprofitable in the original wooded regions. 

a. Reasons why wooded regions of eastern North Amer- 
ica cannot compete with western plains in general agri- 
culture. 

h. Changes taking place in their industries — from small 
farms to trades; from trades to factory life. 

c. Various developing trades and manufacturing inter- 
ests. 



74 PROGRESS 

d. Development of transportation. Roads and vehicles 
im])rove. Study the various changes from the original 
trail of the animal to the Union Pacific railroad of today. 

e. Other natural resources of these regions. 

/. Development of dairying, sheep and poultry industries. 

g. Small fruits and gardening. 

h. The growth of cities and large towns and development 
of commerce. 

i. Forestry — Little value originally placed upon the for- 
est. Its early destruction and reasons therefor. The 
growing demand for lumber and timber. Material a few 
years ago destroyed as of no value now becoming of great 
value. Lumbering as a business. Where carried on. The 
various woods. Their relative value and uses. A study 
of a lumber camp of today. Locate and study the forest 
regions of the temperate zones. 

j. Effect of the destruction of forests upon cost of build- 
ing material, fuel, etc. Influence upon climate. Their 
preservation a great need. Efforts of the government for 
their preservation. Location of government preserves. 
Recent planting of forests by railroads. Reasons tor their 
interest. Government encouragement for the planting of 
forests, etc. 

k. Quarrying and mining as industries. Where devel- 
oped. Various forms. Influence of coal and iron upon 
development of trades and manufactures. The manu- 
facturing industries of the wooded sections. Why they 
developed there first. Water power, transportation, etc. 

9. How and when a warm country will develop. 

a. When temperate countries offer less land. When 
rare productions are to be found. When transportation 
and trade are well developed. 

h. Advantages — Little shelter needed. Little effort to 
obtain food. Fine timber in some places. Growing sea- 
son is longer. Special products demanded by people of 
temperate region offer profitable employment. 

c. Make special study of tropical and semi-tropical fruits, 
products and industries. 

d. Disadvantages — Bad effect of climate upon the enei'gy 
of man. Large, fierce, useless animals. Lack or super- 
abundance of rainfall. Effect of climate and rapidly decay- 
ing vegetation on health of man. Absence of good do- 
mestic animals; their introduction often not profitable. 

e. Make special study of warm regions in South Amer- 
ica and Africa. 

L Natives. 



SIOUX CITY PUBLIC SCHOOLS 75 

2. Type of migrating people. 

3. Migrated from where? 

4. Reason for migrating? 

5. Type or nature of development. 

6. Geographical connections. 

10. How and when develop a cold country. 

a. When rare productions are sought or the special an- 
imal life of the cold regions offers profitable remuneration. 

h. Advantages— Lack of hostility by natives. Few fierce 
land animals. 

c. Disadvantages — Climate unfavorable. Little timber. 
Difficulty of tiavel. Short season of growth. Clothing 
hampers. 

d. Make special study of Alaska and Alaskan life. 

\. Natives. 

2. Type of migrating people. 

3. Migration from where? 

4. Reasons for migration? 

5. Type or nature of development. 

6. Geographical connections. 

IL The development of the islands. 

a. Early use of islands as a place of safety. Islands 
near a wooded coast developed early. Islands far from 
the coast develop only after water transportation is easily 
managed. Developed often as trading or supply stations, 
often as fisheries, sometimes because the natural produc- 
tions are attractive. 

h. Make a special study of Cuba and the Phillipines. 

1. Natives. 

2. Type of migrating people. 

3. Natural resources. 

4. What is being done? 

5. Geographical connections. 

12. Things to do. 

a. Model a typical agriculture scene in: 

1. A warm country. 

2. A cold country. 

3. A temperate country. 

4. An island of the Pacific. 
/). Dramatize a pioneer harvest. 

c. Pose typical activities. 

d. Charcoal, watercolor or pencil expression of geographi- 
cal relations. 

e. Make a collection of typical pictures to illustrate these 
scenes and activities. Secure them from newspapers, 
magazines, railroad advertising or old books. 



76 PROGRESS 

13. Problem — Ten important steps from the tree-dweller to the 
Mississippi valley farmer. 



THE SENIOR SEMESTER 

Attitude of the Teacher. 

We are not dealing with High School pupils, neither are we dealing 
with High School subjects. While the general facts of the year's work 
may be found to some extent, at least, in the High School histories, yet 
these facts and these histories are useless to the Fifth Grade child. It 
is our task to take these facts, such as are suitable for the development 
of the purpose of the year, and put them into such form as will enable 
the pupil to live them over again as they were lived by the boys and 
girls of the times we are studying. 

The first step of the teacher, therefore, must be to dissociate the 
present and assume the past. Success in this work will depend largely 
upon the ability of the teacher to secure this mental condition. 

It will be readily understood that it is not the purpose of this 
course to furnish for the child mind a "psychological parallel" (cul- 
tural epoch), nor to give to the child for solution a problem that can in 
any psychological sense be considered as his problem, except as through 
a true play attitude he assumes a totally foreign environment, and 
makes it for the time his own. 

Life is a problem. We solve it for ourselves little by little, from 
problem to problem, until through our own thinking the solution ap- 
pears. We may have to aid in setting the conditions, we may 
have to arrange and rearrange them, but when we get them right 
the child will discover for himself the inevitable conclusion. The 
teacher, therefore, should work for the following results: 

1. To build logically through primitive industrial problems a true 

basis for the study of later industrial and institutional history. 

2. To give to the child a rich field for investigation that may be 

utilized in all departments of the school activity as the basic 
subject material. 

3. To give a basis for the manual and aesthetic expressions of the 

child which may be worked over through all the various forms 
of school expression. 

It thus becomes the organizing material in the teacher's hands. 
The child finds in it the opportunity for "shaping his activities to the 
accomplishment of purpose," and thus he begins to formulate new pro- 
blems and seek their solution. The formulation of the problem ne- 
cessitates the clear imaging of the conditions and environment, and the 
ability to hold conditions clearly in mind while considering their rela- 
tionships. 

Geography. 

In the preceding grades, place has had little to do with history. 
The child has dealt with historical problems. They have been general. 



SIOUX CITY PUBLIC SCHOOLS 77 

Now we come to the specific problems of specific peoples. These 
peoples and these problems must be located. To say that it is in Greece 
or Rome or India means nothing to the child. To locate the event, or 
people, on a map means nothing to the Fifth Grade child. He is just 
gaining his world ideas. Use the globe constantly and locate every 
movement by tracing it upon this globe. 

With every location keep Sioux City in mind. Here is Sioux City, 
here is India, or Greece or Egypt. Between Sioux City and India are 
what lands and waters? Make the journey. Keep in mind all the 
time that the Sioux City end of the journey at that time was unknown. 
What was known? Every history recitation must be a recitation in 
geography. 

Expression. 

Each people made certain vital developments. The child should 
l)ecome intensely interested in the question, "What did this people do 
for the world's progress?" 

Let the pupils try to concrete these contributions in some form as 
they re-live them. The work of the course is not done, nor is its spirit 
carried out, unless the child is given opportunity to concrete his ideas. 
Not only individual work but a really wonderful community work can be 
accomplished through this means. Every epoch will furnish abundant 
expression problems and sometimes it is a good thing for a room or a 
school to choose some particular epoch or topic to concrete in a more 
complete manner. Not perfect work, but perfect child ivork, should be the 
test. Work which proves the thought solution of the epoch problem. 

Attitude of the Pupil. 

Do you know what it is to be the heir to a great estate. The 
boys and girls now in school are all heirs, each and every one, to a 
great estate. An estate that has been accumulating — for we don't know 
how many thousands of years. It is the work of Fifth Grade history 
to find out something of this estate of ours and of how our ancestors 
worked to accumulate it for us. We wish to know how they worked 
and fought for the estate; just what each of them contributed to our 
great gift. W hen we know this we can appreciate them, their work and 
their gift. The best way we can thank them is to know them. 

The Year's Thought. 

'"Ye whose hearts are fresh and simple. 
Who have faith in God and Nature, 
Who believe that in all ages 
Every human heart is human. 
That in even savage bosoms 
There are longings, yearnings, strivings 
For the good they comprehend not, 
That the feeble hands and helpless 
Groping blindly in the darkness 
Touch God's right hand in that darkness 
And are lifted up and strengthened: 
Listen to this simple story." — Hiawatha. 



78 PROGRESS 

Topics for the Year. 

(Material has been quoted freely from report of the American 
History Association.) 

The Work Begun. 

I. Aryan Beginnings — Four weeks. 

a. Read and discuss Ten Boys, Chapter I. 

b. Geography. Localize the early Aryan home. Take your 

pupils on a journey from Sioux City to the Southern Caspian 
country. Many authorities place the Aryan beginnings at or 
near the northwestern coast of the Caspian. (See Kemp, 
page 3.) Some place it near the southwestern coast and make 
the sea the point of division of the two branches of the Aryans. 
The European branch traveling north around the sea to the 
Volga district; the other branch moving slowly south into 
India and Persia. Ten Boys begin with the Persian branch 
in their slow southern movement. 

Follow out their history as they move and develop from 
their life as nomads into primitive farmers. Kemp, in his 
story of Arya, follows the western branch. 

c. Aryan life. 

1. The story of Kablu. 

a. Geography. Present Afghanistan. Southern slopes 
of the Hindu Kush mountains. Make the physical feat- 
ures of the region familiar. The rugged mountains and 
the inclosed fertile valley of the Indus. 

b. Kablu's home, surroundings. Breakfast; prayer, sac- 
rifice, etc. How the fire was made. The gods they wor- 
shiped. 

c. The worly of the mother in the home. Spinning, weav- 
ing. How it was done. 

The work of the father in the home. 

The flocks. 

The early agricultural work. 

The plow, knives, the mill, pottery. 

A study of each of the early instruments and how 
they were made and used. 

d. The building of the new home. How the idea of tile 
roof probably originated. 

How is it probable that pottery originated? 

e. Migration of the family and people. What brought it 
about? If life had been easy in the mountains would mi- 
gration have occurred? If the people had been few would it 
have occurred? Why did they at first choose mountains 
for their homes? How did they know about the valley of 
the Indus? 



SIOUX CITY PUBLIC SCHOOLS 79 

f. How Aryans became Hindus and the meaning of the 
word Hindus? How they counted time and the meaning 
of the word "moon." What happened two thousand moon's 
after Kablu's time. 

2. The story of Arya. 

a. Geography. Kabhi's cousin Arya lived near the north- 
western coast of the Caspian in the Volga plains or valley. 
Their great grandfather had lived near the southeastern 
coast of the Caspian. How did they happen to be so far 
apart? Work out the physical conditions of the Volga re- 
gion in the same way as the Hindu Kush region. The 
children should be perfectly at home in this geography. 

h. Arya's home. No house; a circle of wagons. Why 
not a house? What does the circle of wagons indicate? 
If we should find a band of people camping by the road- 
side or in a vacant lot in somewhat this fashion, what 
would we know about their life? 

c. Arya's evening meal, how prepared. Dress of Arya, 
his father and mother, how made. The salt, meat, cakes, 
milk, where obtained? 

d. The father's place in the home. His work. House- 
master, just what this means? 

The mother's place in the home. Her work. The gen- 
eral status of women. 

e. Superstitions. Religion. Gods. 
/. Why not agriculturists? 

g. Spinning, weaving and weaving tools. 

h. Pottery. How made? For what purpose? Compare 
with that of Kablu. 

i. Will migration continue with Arya's people? We will 
leave them for awhile, while we follow up the Hindu branch 
of the family. Keep Arya and his people in mind, for we 
will meet them again. 

3. To Think About. 

The beginnings of real migrations. What caused them? 
Were they a sign that people were thinking? Was it a 
good thing or a bad thing for the world and for us? 
How do we happen to be in Iowa? Did we migrate? 

4. Some Things to Do. 

a. Model in the sand pan. 

The Indus and Hindu Kush region. 

The Southern Caspian region. 

The Volga region. 

Trace in this model the early migrations. 



80 PROGRESS 

b. Build Kablu's new home. 

Work out with little wagons Arya's camp. 

c. Make the spindle and distaff of Arya's mother. 
A little work in primitive spinning and weaving. 

d. Make a few pieces of pottery as Arya and Kablu made 
them. 

5. Let the children read the story of Kablu in Ten Boys. 

Let the teacher or some child read to the class the story 
of Arya. 

Discuss each of them. 

d. Books helpful to the teacher. 

"Ten Boys," Jane Andrews. 

"Prehistoric Antiquities of the Aryan Peoples," Shroeder and 
Jevons. 

"The Development of Industrial Art," Government Printing Of- 
fice. 

"Childhood of the World," Clodd. 

"The Dawn of History," Keary. 

"Outline of History for Graded and District Schools," Kemp, 

"History for Graded and District Schools," Kemp. 

H. Persia and the Valley of the Tigris and Euphrates — Two weeks. 

a. A study of the growing Aryan power and of how a great civil- 
ization was made a subject people. 

1. Geography of the region of the Persian and Babylonian 

peoples. 

a. Persia. Location. Plains and mountains. Climate. 

b. The Black sea and southward. A special study of 
the region of the Tigris and Euphrates rivers. The Per- 
sian gulf. 

2. The great southward and western movement of the Aryans. 

See Ten Boys, Chapter HI, pp. 22-24. The Aryans set- 
tling south of the Caspian and east of the Zagros mountains 
gradually formed what afterward became the great and 
powerful Persian Empire. 

Note how this empire was bounded by "nature" on both 
sides. 

Was this a fortunate thing for the Persians? 

How long would they be content to remain within these 
natural enclosures? 

3. Another great kingdom of an entirely different people had 
already grown up in the valley laying between the two 
great rivers, the Tigris and Euphrates — The Babylonian 
kingdom, with a wonderful civilization, having its capital 
first at Ninevah and later at Babylon. Locate each. 



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SIOUX CITY PUBLIC SCHOOLS 81 

a. While the Persians were weak and growing there was 
no trouble. 

When would trouble come and whyV 

h. Make a special study of some of the Euphrates-Tigris 
wonders. 

4. The conquering Aryans. 

Cyrus the Great finally unites all the Persians into one 
great kingdom. Note the change from the days of the 
house father, as described in the story of Arya. Just as 
the Aryans came down from the Hindoo Kush mountains 
some 2000 moons before in great hordes of people, so now 
they are ready under the leadership of Cyrus to break be- 
yond the "natural boundaries" of their kingdom. Among 
other triumphs Babylon is conquered. Cyrus granted 
full tolerance to the conquered Babylonians and represen- 
ted that the Babylonian god Marduke assisted him in the 
battle. 

The following is his account of the battle and of the 
friendship of Marduke. In what form was this writ- 
ten: 

''Marduke (god of Babylon) appointed a prince who should guide 
them aright, the wish of the heart whom his hand upholds, even Cyrus 
the king of Ansan. He has proclaimed his title; for the sovereignty of 
all the world does he commemorate his name. 

"The country of Quili he has subjected to his feet; the men of the 
black heads (Babylonians) he has caused his hand to conquer. In jus- 
tice and righteousness has he governed them. 

"Marduke, the great lord, the restorer of his people, beheld with joy 
the deeds of his viceregent, who was righteous in hand and heart. To 
his city of Babylon he summoned him to march. Like a friend and a 
comrade he went at his side. The weapons of his vast army, whose 
number, like the waters of a river, could not be known, were marshaled 
in order and spread itself at his side. 

"Without fighting and battle Marduke caused him to enter into 
Babylon. His city of Babylon he spared. Nabonidus, the king, who 
had sought a hiding place, who had revered not Marduke, the god gave 
into Cyrus' hand. 

"The men of Babylon all of them, and the whole of Sumer and Ac- 
cad, the nobles, and the high priest bowed themselves before him. They 
kissed his feet, they rejoiced at his sovereignty. Their faces shone. 

"The Lord Marduke, who benefits all men in peril and fear had 
made strong his name." 

Many Persians moved to Babylon and to the rich sur- 
rounding country and took up their permanent residence. 

h. Darius, the Persian boy. Ten Boys. 

L One of the Persian families who moved to Babylon. 

What might have been an inducement for such families 
to make their new home in Babylon? 



82 PROGRESS 

2. The Persian boy's education. 

Clotliing; arms, use of ihem, training with them. Their 
school program. How it is carried out. Boys under five 
years of age. Boys over five years of age. 

3. The Persian religion. Zoroaster and his teaching. Dif- 

ference between it and Babylonia idols. 

4. The Persian farmer. His crops. Fruit raising, etc. The 

farmer's enemy. 

5. The chance to see the king. The city walls and the pro- 

cession of chariots upon them. 

6. Darius' little friend Zadoc. A Hebrew captive of the Baby- 

lonians set free by Great King Cyrus. 

7. Remember what Zadoc had to say of himself and his peo- 

ple, for we shall meet them again. 

c. To Think About. 

What seem to be the results of the early migrations we 
studied with Kablu and Arya? Have the Aryans continued a 
"thinking" people? What has made them a mighty nation? 
What did Babylonia bring to them? 

d. Some things to do. 

1. Model in the sandpan the Persian Empire. Let it show 
the Caspian, the Hindu-Kush, the Indus, the Black Sea, 
the Zagros and the Tigris and Euphrates valleys. 

2. Make clay tablets to represent the books of Ninevah and 

Babylon and carve upon them some of the cuneiform writ- 
ing of these peoples. Look up pictures of these tablets. 
If possible find some flat stones and carve upon them cun- 
ieform characters taken from pictures you find. 

3. Reproduce such drawings as you can find. 

4. A model of the hanging gardens could easily be made and 

decorated. 

e. Let the children read the "Story of Darius, the Persian Boy," as 

told in Chapter III of Ten Boys. 

/', Some helpful books. 

"Ten Boys," Jane Andrews. 

Any general history. 

"'Readings in Ancient History," Davis. 

''The Dawn of History," Keary. 

III. The Pyramid People. Egypt. — Five weeks. 

We are direct descendents, most of us, of the Aryans. We are 
surely proud of our ancestry and of the work which our ancestors did in 
preparing our inheritance back so far as history can find record of it. But 
there were two other great families of people that have had much to do 






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SIOUX CITY PUBLIC SCHOOLS 83 

with the world's development. We came in contact with one of these 
families, the Semetic, at Babylon. They were a wonderful people and 
had developed a wonderful civilization, as their cities, with great palaces, 
temples and libraries, bore evidence. These two families we find in 
Asia. We will now cross over to the northwestern part of Africa and 
find what the third great family, the Hametic, had accomplished. For chart 
of races and families, see Myer's General History, page 7. 

1. Geography. 

Egypt in its relation to the country we have already developed. 
The idea of the continent of Asia and the continent of Africa. 

Develop the peninsula between the the Persian gulf and the Red 
sea. The eastern portion of the Mediterranean and the district be- 
tween that and the Volga region, where we left Arya. 

Develop the Nile river. Its source, its journey through a land 
that would be a desert except for it. Note that all of northeastern 
Africa, as well as the peninsula of Arabia, is a desert except where wa- 
tered by the river or by the influence of the near gulfs or seas. 
Why is this? A land without clouds, rain or snow. Why? 

a. The wonderful annual overflow of the Nile. Reasons? 

Compare with annual rise of the Missouri. 

Connect up the flood plain work of Fourth Grade geogra- 
phy. Egypt is a great flood plain from fifteen to thirty miles 
wide but some five hundred and seventy miles in length. Ev- 
ery year this flood plain is covered by the waters of the over- 
flowing Nile. 

Do the people of the Missouri welcome such a rise of the river 
as will cause an overflow of its flood plains? Why should the 
Egyptians? 

This is natural irrigation. 

Is irrigation carried on in our own country? 

Is it natural irrigation? What ways are used by us to ac- 
complish this purpose? Where? Why? 

b. Artificial irrigation. 

Sometimes the Nile does not overflow sufficiently or for a 
long enough time to last for the year's work. What could fol- 
' low in a country with a great population. 
What would be their great need? 
How would they try to meet this need? 
Artificial irrigation came to us first from the Egyptians. 
How did they do it? 

Small ditches or canals from the river; when the 
high lands are reached: 

Rows of wells, each a little higher than the 
other. A well sweep for each well that elevates 
to the next until the irrigating surface is reached. 

c. The God Osiris, and why the people worshiped the Nile. 

The "Welcome to the Nile" and the ceremonies attending it. 



84 PROGRESS 

2. Their Religion. 

Their belief in immortality. 

The death and reincarnation of the sun every 24 hours. 

Belief in the reincarnation of the soul of man every 3000 years. 

Why they enbalmed their dead. 

Why they built their pyramids. 

The emblem of life, the lotus. 
Why the emblem of life? 

They thought that the flower resembled the Nile. 
Use of the lotus in art and architecture. 

The use of statues for doubles. 

The body might be destroyed. The spirit would then find in 
the "double" a home upon its return. 

3. Temples. 

a. Its architecture typical of the Egyptian idea of the World. 

Flat, longer than wide. 

Held up by great tall pillars or columns. 

The sky, like a great iron bowl, covering it all. 

b. Study the pictures of Egyptian temples and see how this world 

idea was carried out. 

c. Make a detailed study of the temple. 

4. Pyramids and Oblisks, 

a. Their purpose. 

b. Size, material, how constructed? 

c. Number of workers. Slaves. What it meant to them. 

d. Length of time in construction. 

e. Rooms and purpose. 

5. Books and Papyrus. 

a. The Egyptian gave to the world paper and the first real writ- 
ing, it will be remembered that the Babylonians and Persians 
carved — they did not write. 

d. How papyrus was made. 

6. The Aryan Conquerers. 

After a long struggle Egypt was conquered by Babylon. Babylon, 
as you know, in turn was conquered by the Persians. Thus Egypt 
became Aryan territory although never settled to any extent by the 
Aryan people. 

7. Read carefully "Notes to the Teacher" and bring into your work the 

thoughts there developed. 

8. Read to the pupils, or let some pupil read, "The Story of Kufu," 

page 18, History Graded and District Schools, Kemp. 



SIOUX CITY PUBLIC SCHOOLS 85 

9. Things to Think About. 

What have we that has come directly from the Egyptians? 

Among all these things, what is perhaps most important? 

Remember that an important part of our estate came to us from 
these wonderful early people, 

10. Things to Do. 

Model the Nile valley in the sandpan. 

Show the journey the Babylonians had to make in these very 
early times in order to fight and conquer the Egyptians. 

Model and work out the irrigating plans of the Egyptians. 

A splendid piece of community work is an Egyptian temple. 

11. Helpful Books. 
"Myer's General History." 
"Life in Ancient Egypt," Erman. 
"The Childhood of the World," Clodd. 
"The Dawn of History," Keary. 

"Outlines of History for Graded and District Schools," Kemp. 
"History for Graded and District Schools," Kemp. 
"Readings in Ancient History," Davis. 

IV. The One God People, Hebrews. — Six weeks. 

1. Do we remember Darius' playmate Zadoc? How did he happen to 

be in Babylon? Where was the home of his people? Do you re- 
member what King Cyrus did for Zadoc and his people? 

2. Zadoc's people were near relalives of the Babylonians. You re- 

member the Babylonians were Semetic peoples. Their homes were 
in the rich Tigris-Euphrates valley. Locate Ninevah and Babylon. 

3. About half way between Babylon and the mouth of the Euphrates 

river was located the city of Ur. A great many years before the 
days of Darius and Cyrus, there lived in the city of Ur a man by 
the name of Terah, an idol maker. He had a son named Abraham 
who believed it wrong to worship idols. See story of Abraham and 
the Idols, History for Graded Schools, pages 33-34, Kemp. 

4. Abraham leaves Ur to found a country where he and his people can 

worship the one God instead of useless idols. He takes with him 
Terah, Sarai and Lot. Terah died at Haran. Abraham, Lot and many 
followers from Haran, who have been led to believe in the one God, 
continue the journey. Gen. 11, 31-32, and 12, 1-9. 

5. Geography. 

The valley of the Jordan. 

Locate on your map and in the sandpan: 



86 PROGRESS 

The Persian gulf. 

Tigris and Euphrates. 

Ninevah, Babylon, Ur and Haran. 

The Red sea, the Nile and Egypt. 

The Jordan, the Dead sea, Damascus. 

Between Ur and the Jordan, what? 

Would Abraham travel directly west to the Jordan 
valley? Why not? What would be his route? 

6. How long would it take Abraham to make this journey? How did 

he secure food and provisions for the journey? Was Abraham's 
movement more of a wandering than a real journey, as we would 
consider a journey? 

What was Abraham's business? 
What sort of a home had he? 

Was this a small family moving or was it a large tribe? 
Had they cattle and sheep? 
If so, what would be necessary? 
Did they use horses or camels? 
A day's travel. 

Abraham as head man or chief riding ahead. He 
wears a bright red cloak and carries a spear. 

The spear stuck in the ground becomes the center of 

the evening camp. The servants set up tents; the Women 

bake little cakes to be eaten with goat's milk and butter. 

The building of the daily alter and the worship of THE 

ONE GOD. 

The separation of Abraham and Lot. 

7. From "Notes for the Teacher," in typewritten outline taken from "He- 

brew History Arranged for the Third Grade by Gladys Fishleigh," 
develop the ideals of early Hebrew shepherd life. 

8. The Story of Isaac. 

a. Offered as a sacrifice to THE ONE GOD. Gen. 22:1-12. 

h. His marriage. Why did Abraham wish Isaac to take a wife 
from his own Chaldean people. Gen. 24: 51 ff. 
The Love Story of Isaac and Rebekah. 

9. The Story of Joseph. Abraham's great-grandson. 

a. Sold into Egypt by his brothers. Reasons. Gen. 37. 
h. Governor of Egypt. Gen. 41 ff. 

Recall locality of Egypt; sort of country; rulers; work of its 

people; religion. 

Who was the Pharaoh at this time? 






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c. The visit of Joseph's brothers. Reason, Gen. 42 ff. 

How the Hebrews came to take up their home in Egypt for a 
season. 

The welcome of Pharaoh. Gen. 46: 28-34 and 47:1 ff. 
Their life as shepherds in Egypt. 

10. "Now there arose up a new king over Egypt which knew not Jos- 
eph." Ex. 1:8-14. 

a. Reasons why the new king did not like the Hebrews. 

b. Had the Hebrews kept themselves a separate people from the 

Egyptians during all these years? Why? 

c. The life of the Egyptians as slave brickmakers. The Egyptian 

taskmasters. 

d. The story of Moses. Ex. 1:22 to 2:1-10. 

11. The Exodus. Meaning. 

a. Moses, God's chosen leader. Ex. 3: 1-6. 

b. Story of the forty years' wandering. Show region of travels. 

12. The Ten Commandments. 

a. The first written law. The basis of all law. Ex. 20:1-17 

b. The death of Moses. Deut. 34:1-12. 

13. Back to the old home. The Promised Land. 

a. The fall of Jerico. Josh. 6:1-27 

b. The topography of Palestine. Divided by the river Jordan and 

by the mountains into regions which were occupied by tribes 
ruled by Judges. The Twelve Tribes and their later division. 

14. Establishment of a Kingdom. 

a. Saul, David, Solomon. 

b. Study of the Kingdom under Solomon. I Ki. 6. 

Jerusalem the capital. 

The temple its chief glory. 

The coming together of all the peoples to the temple for great 
feast and fast days. 

The building of the temple. I Kings 5-8. 

Note particularly what is said of Hiram, King of Tyre. 
Locate Tyre and the Kingdom of Hiram. 

15. Study the location of Palestine between Babylon and Egypt. 

a. Is this a fortunate location?. 

Give reasons both for and against. 

b. Nebuchadnezzar, King of Babylon. 

Conquers Egypt. II Kings 24:7. 



88 PROGRESS 

Takes Jerusalem. II Kings 25. 

Destroys the Temple. 

Carries to Babylon all but the poor of the land. 

c. The story of Daniel, Hebrew life in Babylon. Daniel 1 ff. 

Keeping true to the ONE GOD. 

d. The story of Cyrus, King of Persia. 

Conquers Babylon. 

Restores the Hebrews to their home and aids in rebuilding 

The Temple. 

II Chron. 36:22-23. 

Ezra, Chapter I. 

Connect with the study of Darius and his playmate Zadoc. 
Ten Boys. 

16. A special study of home life and school life of the Hebrews. 
Kemp. 
The writing and book making of the Hebrews. 

17. Things to Remember. 
a. Monotheism — The ONE GOD people. 

h. The Ten Commandments — the beginning of established law. 
c. Some questions: 

Have we studied of any other people who believed in one God? 

What did the Hebrews get from Egypt? 

Why did Nebuchadnezzar remove the nobles and leaders to 

Babylon? 
Why did Cyrus restore them? 

18. Some Things to Do. 

a. Work out in the sand table Abraham's camp. 

h. Work out in the sand table a typical Egyptian scene with He- 
brew brickmakers and Egyptian taskmasters. 

c. A poster of the finding of Moses. 

d. A poster of the meeting of Isaac and Rebekah. 

e. A poster of the meeting of Joseph and his father. 
/. A shepherd scene in Egypt. 
g. Dramatize 'The Fall of Jerico." 
h. Dramatize the "Meeting of Isaac and Rebekah." 
i. Dramatize "Daniel's Reading of Belshazzar's Dream." 
j. Pose each picture and the climax of each dramatization. 

19. Some Helpful Books. 
"Stories of the East from Herodotus," Church. 
"Outline of History for the Grades," Kemp. 



SIOUX CITY PUBLIC SCHOOLS 

'^History for the Graded School," Kemp. 

"History of Civilization," Morris. 

"Hebrew History for the Third Grade," Fishleigh. 

"History of the Hebrew People," Kent. 

"Old Stories of the East," Baldwin. 

"The Bible." 






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SIOUX CITY PUBLIC SCHOOLS 91 



FIFTH YEAR 



The teacher should reread, at this point, very carefully all that was 
said at the beginning of the Junior Fourth Semester concerning the spirit 
and method of the work in history. The principles outlined at that point 
apply equally as well to the Fifth Year as to the Junior Fourth semester. 
The Fifth Grade teacher must necessarily be familiar with all that has 
been developed in the Junior Fourth Semester, as this material is the 
basis for the Fifth Year work. 



THE JUNIOR SEMESTER 

I. Review. -Two weeks. 

In order that the child as well as the teacher may be quite 
familiar with all that has been developed a thorough re- 
view should be given of the Junior Fourth Semester work. An 
effort should be made in this review to organize the result of the 
semester's study, as well as to review the chief factors. 

A. A study of the migration of the Aryans. Their movement through 
Europe and Asia. 

1. The initiative and general direction of their movement. 

a. Original location of the primitive Aryan. 
h. Two lines of migration and results of each. 

2. Their development into the nationalities. 

.3. A study of their conquests, from Cyrus to Phoenician history. 
a. Outside their own relations and race. 

1. Persia (Babylon), Phoenicia, Egypt, Hebrews. 

2. Reasons and results of these conquests. 

4. A study of the place in history and of the contributions to the 
world's progress made by each of the above named peoples. 

II. The Beginnings of Commerce. — Four weeks. 
The Phoenician Peoples. 

A. Before beginning the work of this outline the teacher should make 
herself familiar with the notes relating to the subject to be found 
in the back of this outline. 



92 PROGRESS 

B. Connections. 

1. It will be remembered that during the reign of Solomon in Jer- 

usalem, Hiram, king of Tyre, furnished cedar lumber for the 
temple building, because of his love and friendship for David, 
Solomon's father. 

2. Reference: II Sam. V:ll-12: I Ki. chap. V; IX:1144, [X:26- 

27; II Chron., chap. II. 

3. Notes: 

a. Note what Hiram said about conveying the timber by sea 

to an appointed place. 

b. Note how Hiram's builders and Solomon's builders worked 

together. 

c. Note the wheat and oil that Solomon furnished Hiram. 

d. Note the friendship cemented between these two great 

kings. 

e. Note the aid given Solomon in his Red sea navy. 

/". Note the aid given by Hiram of Tyre (not the king) in mak- 
ing all brass work and cunning smith work. II Chron. 
IV:11-18; I Ki. Vn:13-51. 

g. Note location of Mt. Lebanon. 

1. Location of Tyre. 

2. Location of Jappa. 

3. The route over which Solomon had to carry his logs. 

4. The Red sea where Solomon established his navy. 

5. The whole country under control of Solomon and 

Hiram. 

C. The People and the Country. 

1. Semetic. Closely related lo the Babylonians and Hebrews. 
Their early home was on the Persian Gulf from which they 
moved, much as did Abraham, toward the north and west until 
they finally took up their home upon the Mediterranean coast. 
Phoenicia embraces a narrow strip of country between the 
Mediterranean and Mt. Lebanon, and extended about 120 
miles along the coast north of Mt. Carmel. 

2. Phoenicia was made up of a number of coast cities, each with its 

own ruler or king. Sidon, Tyre and several others made up 
this group of which Tyre is taken as typical and perhaps most 
important. Locate these cities. 

3. Through their commerce these cities established many import- 

ant colonies. In this work of colonization Phoenicia preceded 
all other countries or nations. Important colonies were Car- 
thage, Cades (Cadiz), Utica, Tunis, etc. Locate these. De- 
velop the idea of colonization and how the planting of colon- 
ies was essential to trade and commerce. 



SIOUX CITY PUBLIC SCHOOLS 93 

4. Phoencian trade. 

a. Their trade extended to all parts of the Mediterranean. 
To Cyprus, Rhodes, Islands of JEgean, Sardinia, Sicily, 
the Balearic Islands, Cilicia (Asia Minor), and to Spain, 
then out into the Atlantic and up to the British Isles. Ac- 
cording to tradition it extended to the Canary Islands and 
it is said that Phoenician sailors found their way round 
Africa from the Red sea to the Nile. Trace all these 
movements. 

h. In eastern seas they had stations or colonies on the Ara- 
bian and Persian gulfs, carrying on trade with the eastern 
coast of Africa and India and Ceylon. Trace. 

c. Caravans connected up all this trade by land routes with 

Arabia, Central Asia, Northern India and with 
Scythia and the Caucasian countries through Armenia. 
Trace. 

d. A splendid description of the trade and commercial de- 

velopment of Tyre is given in Ezekeil 27; the whole 
chapter. This chapter is very valuable as a description of 
the importance and character of these people as seen by 
the Hebrews some four hundred years after the building 
of the temple. (Still some 500 B. C.) 

D. A Study of the Boyhood of King Hiram. 

1. Model the country in the sand table. 

a. The Mediterranean. 

b. The mountains. Lebanon. 

c. Narrow strip of country only about 15 miles wide with 

mountains often coming nearly to the sea; 120 miles long. 

1. Sand strip along coast. Back of that to foothills; rich 
dark soil. 

2. The small farms and gardens. 

Fruits: Pomegranates. (What are they?) 

Oranges, apple, peach, pear. 
Gardens: Onions, radishes, cucumbers, etc. 
Fields: Hay, oats, wheat, barley, etc. 

3. Foothills. 

Chestnut, oak, Cyprus, walnut, mulberry, almond, olive 
and palm trees. 

4. Above the white rock of the mountains and the cedar 
and pines. 

d. In all a source of great, almost inexhaustible wealth. 

2. Hiram's father, Abibaal, king of Tyre. His home. Tyre, built 
partly on the mainland and partly on an island. Old and New 
Tyre. Like all cities of these times Tyre was walled, the en- 



94 PROGRESS 

trance being through gates only opened at a certain hoiir in 
the morning and closed at sundown at night; at all times 
guarded by sentinels. 

3. An agricultural and fisher people. The mermex, a species of 

shellfish; from which Tryian purple was obtained. First 
found in Phoenician waters, later leading them farther and 
farther out into Grecian seas. The effect of this quest upon de- 
veloping seamanship, boatmaking and trade beginnings. 

4. Three kinds of boats; the penteconter, the bireme, the trireme. 

Find pictures and diagrams of each. The rowers, slaves. Con- 
nect with story of Ben Hur and his Phoenician slavery in the 
trireme. Slaves chained by the foot. If boat went down all 
slaves necessarily lost. : ? ^ 

5. Hiram's education. Probably some direct teaching, but largely 

in matter of "contact with things." His two journeys. 

a. Sea trip. The exports taken with them for trade. Use 
of birds on the voyage. The North Star. 

Their trade with , 

ul. North Africa. What did they get? 

2. Spain. What did they receive? Give? 

3. England. What did they receive? Give? 

4. Where did they get amber? What is it? 

5. Their return and continued trading. What now 
would they trade? 

6. Trace the journey carefully on maps and globe. How 
long do you think Hiram was away? 

h. His caravan trip. 

1. How ,a caravan is made up; the camels; the loading; 
materials in the loads. Were any of these materials things 
picked up on the ocean voyage? 

2. Order of the caravan. 

3. How did they buy protection from the robbers? 

4. The route and trading. 

Indus valley. 

Babylon. 

Damascus. 

Persia. 

Arabia. 

Hebrews. 

India. 

5. Meeting of caravans and trading between them. 

6. Return home. About how long were they away? 
Would traders and camels need rest and food? Tell about 
it. 



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SIOUX CITY PUBLIC SCHOOLS 95 

7. What did they bring back? 

8. Would they bring anything for the ocean traders? 

c. Were these two trips a good thing for a king's son? Why? 

6. Both caravans and boats were bringing products to Tyre and 
other Phoenician cities. 

a. How would manufacturing begin and why? 

h. What sorts of manufacture? Would this bring about a de- 
velopment of skilled labor? 

c. Where did Soloman get his skilled labor for the temple or- 

namentation? 

d. Make a list of a half dozen most important of Tyrian man- 

ufactures. 

7. When Hiram became king how did he protect and encourage 

the caravan trade? 

8. What was Hiram's religion and how did he make it better? Do 

you think his friendship for Solomon helped him in this? 

9. What do we remember about the beginnings of writing and of 

books? 

In days of Kablu, Cyrus, Kufu, Solomon. 

Hiram found he needed a way to write about his trade and 
to send directions to his colonies everywhere. Traders needed 
weights and measures. The Phoenicians invented the sound 
alphabet, which was the beginning of the one we now use, and 
also a system of weights and measures. 

Was this a great invention? Why? 

10. Let the pupils read and discuss, ''How Little Hiram Became 
King." Kemp, pp. 54-65. 

IL Let the pupils read and discuss, "How the World Came to Have 
Books." Kemp, pp. 66-75. 

Five Things to Remember. 

1. How Phoenician traders established two forms of commerce. 

2. The invention of the alphabet. 900 B. C. 

3. A system of weights and measures. 

4. The use of bronze. 

5. All these things, together with the discoveries of all the rest of 

the world, were carried throughout the known world by the 
Phoenician traders. 

Things to Do. 

\. Model a sandpan map of Phoenicia, Egypt, Palestine, and the 
Mesopotamian region to India. 



96 PROGRESS 

2. Model a sandpan map of Phoenicia, Nortliern Africa and the 

Mediterranean countries and islands, and if possible include 
the British Isles. 

3. Make a relief map, chalk or charcoal, including all the above 

to show Hiram's two trips. 

4. Let the boys model a penteconter, bireme or trireme. 

5. Work out a model of each form of writing, as mentioned in 

the story "How the World Came to Have Books." 

6. A poster of "A Caravan," "A Caravan Trading with the People," 

or "A Caravan at Rest." 

7. A poster of a fleet of triremes. 
G. Discussion. 

Which boy would you rather have been? 

Kablu, Arya, Darius, Zadoc, Kufu, the Egyptian, or Hiram? Why? 

H. Review. 

1. Geography. 

a. Relative location; North America, Europe, Asia, Africa. 

h. Location of Mediterranean, Black Sea, Caspian Sea, Red Sea, 
Persian Gulf, Arabian Sea. 

c. Location of Volga, Indus, Euphrates, Tigris, Jordan and 

Nile rivers, and tell something of the connecting history of 
each. 

d. Location of Hindu Kush mountains, Zagris mountains, Mt. 

Sinai, Mt. Lebanon. 

e. Locate and give history of Babylon, Ninevah, Ur, Jerusalem, 

Tyre, Sidon, Carthage, Cadiz. 

f. Name and locate three famous valleys. 

g. Name and locate a desert and show something of its in- 

fluence in history. 

2. History. 

a. Name the different peoples we have studied and tell why 
we remember and honor them. 

h. Which of these people were Aryan and which Semetic? 

c. Which race was in control at the point we have now reached 
in history? 

I. Reference Books. 

"History for Graded and District Schools," Kemp. 

"Outlme of History," Kemp. 

"Story of Phoenicia," Rawlinson. 

"Story of Extinct Civilization," Anderson. 



SIOUX CITY PUBLIC SCHOOLS 97 

"Phoenicia," Encyclopedia Britannica. 

"The Bible." 

"The Story of Books," Rawlins. 

"The Story of the Alphabet," Clodd. 

"Alphabets Old and New," Day. 

"Stories of Useful Inventions," The Book, Forman. 

III. Democracy and Culture — The Hellenes, Greeks. — Seven weeks. 

A. The teacher should thoroughly familiarize herself with the ma- 
terial given in the "^Notes to the Teacher" in special mimeo- 
graphed outline upon each subject before attempting to teach 
it. Be sure to keep the attitude toward the subject right. Read 
over the suggestions at the beginning of the History Outline 
concerning the attitude of both teacher and pupil. 

B. Connections. 

1. All our studies for the past semester have been in Asia. 
We have watched the progress and growth in power of the 
Aryans until they have gained control of all the peoples of 
Western Asia and of Egypt in Africa. All this power was 
centered in Cyrus. True, all this control was rather loose 
in its nature. Palestine was re-established. Phoenicia 
had her own goverment, as did Egypt, but all contributed 
to Cyrus and acknowledged him as their ruler. Thus 
Kablu's descendents have gained control of all Western 
Asia. 

2. Phoenicia has been carrying her commerce and her know- 

ledge of the eastern world out through the Mediterranean 
gateway to the western worlds. Likewise she has been 
bringing back to Asia a knowledge of this wonderful new 
land. As they are growing to know more and more of each 
other we must now find out more about these countries 
with which Phoenicia is trading. 

3. We remember having let Arya and his family upon the 

banks of the Volga river near the Caspian sea. Here he 
lived and wandered on from time to time, seeking better 
pastures. His sons and grandsons traveled westward over 
Europe until one grandson, Hellenus, finally made his 
home in Hellas. Here they divided into four families or 
tribes, the Achaeans, the lonians, the Dorians and the 
Aeolians. These people constitute the Hellenes or Greeks. 

4. Trace the progress of these people from the banks of the 

Volga to their home in Greece. Look carefully for moun- 
tains, rivers and plains and study out their probable route. 
Give reasons for the route you establish and become fam- 
iliar with each mountain, river, sea and plain, that you 
need to consider in coming to your final conclusions. 



98 PROGRESS 

5. Model Greece and the eastern end of the Mediterranean, 
showing Egypt and Phoenicia in your sandpan. Make a 
chalk model on the blackboard. 

a. Note that it is a peninsula. \Vhat is a peninsula? 
Can you find others? In the Mediterranean? 

b. Note the three parts of the peninsula, Northern, Central 
and Southern Greece. 

c. Note the isthmus connecting Central and Southern 
Greece. What is an isthmus? Can you find others? 

d. Note the Cambunian Mts., Mt. Olympus, Mt. Parnas- 
sus and the various low branching mountains of the pen- 
insula. 

e. Note the absence of large rivers. 

/. Note the many gulfs and bays, and the surrounding 

islands. 

g. Questions. 

1. Could the people of Northern, Central and South- 
ern Greece easily travel about and visit each other? 
Reasons? 

2. Could one king easily govern the whole country 
in these early days? Reasons? 

3. In what ways were the great river countries and 
valley countries better situated? Reasons? 

4. In what ways do you think Greece to be better 
situated? Reasons? 

5. What was the influence of all these mountains 
upon Greek life and character? 

6. Read and ' discuss 'The Geography of Greece," 
Kemp, pp. 77-85. 

7. What does it name as the great mistake made by 
the Greeks? 

8. Note. 'The purpose of studying geography in 
history is not chiefly to see geograpical facts them- 
selves, but to see how these facts influence the peo- 
ple in their religion, amusements, government, edu- 
cation, business, etc. For example, to see that Greece 
is cut up into hundreds of little pieces by mountains 
running in every direction is of value to the teacher 
of history only when she shows that this condition 
will bring about among the people jealous, discon- 
nected social and political life, and finally their pol- 
itical ruin. Of course, any geographical material 
which the teacher wishes to use must be carefully 
worked out before its relation to the life of the peo- 
ple can be seen; but the chief question for the 
teacher of history to bear in mind, as she works on 



SIOUX CITY PUBLIC SCHOOLS 99 

geographical facts in any grade, is, how did this moun- 
tain, or river, or sea, or animal, or plant influence the 
life of the people?" — Kemp. 

6, Thus we find this peninsula, not nearly as large as our own 
state of Iowa, inhabited by the descendenis of Arya, near 
relatives to the Persian Aryans, the grandchildren of Ka- 
blu. 

C. The Greek Gods and Their Influence. The Myth Period. 

1. Olympus. The highest mountain in the world in the 
Greeks' belief. The home of the gods. 

a. How the Gods lived and aided men and often took 
sides in their quarrels and battles. 

h. Something of the gods. Three great Gods who were 
brothers- Zeus, ruler of Heaven and Earth, lightning and 
thunder; Poseidon (Neptune), ruler of ocean, rivers, brooks 
and all water; Hades, God of the underworld, the home of 
all departed spirits. 

Besides these were many Goddesses, wives and sisters 
of the Gods and lesser Gods, their children each having 
some form or sort of lesser dominion. Altogether they 
formed a great family of Gods, whom the mortals must 
win over to their support and placate in their anger. 

c. Many lesser spirits and nymphs inhabited trees and 
springs and brooks and the mountain sides. 

d. The worship of the Gods, and especially the great 
Olympiad, held every four years in honor and worship of 
Zeus. 

e. The belief that Gods sometimes married among men. 
Their children, living among men, usually became he- 
roes and great warriors. 

f. The story of Achilles; Hercules; Jason and the Gol- 

den Fleece; the Wanderings of Ulysses. 

2. The story of the Trojan war. 
From "The Story of Europe," Harding. 

"The stories about their gods were not the only ones that the Greeks 
loved to tell. They were very proud of the brave deeds of their ances- 
tors, so many of their stories were about the exploits of the heroes from 
whom they thought they were descended. 

"One of the most famous of these stories tells of a long war of the 
Greeks with the Trojans. Troy was a rich and well peopled city on the 
coast of Asia Minor, across the ^Egean Sea from Greece. Paris, who 
was one of the sons of King Priam of Troy, had run away with Helen, 
the beautitnl wife of Menelaus, a Greek king; and this misdeed of the 
Trojan prince naturally led to war. 

"King Menelaus and his brother. King Agamemnon, called upon all 
the rulers of Greece to join them in trying to get Helen back, and in 



100 PROGRESS 

punishing the Trojans. After many months a great army set sail. 
When they reached Troy they left their ships and camped in the plains 
before the walls of the city. The Trojans closed their city gates, and 
came out only now and then to fight the Greeks. For many years the 
war dragged on. It seemed as if the Greeks could not take the city and 
the Trojans could not drive away the Greeks. 

"In this great war, even the gods took part. Aphrodite took the 
side of Troy, because she had aided Paris in carrying off Helen. Hera 
and Athena both took the side of the Greeks. Of the other gods, some 
took one side and some the other; and long after this the Greeks loved to 
tell how men sometimes fought even against the gods. 

"Agamemnon was the leader of the Greeks, but tTieir bravest man 
and their best fighter was Achilles. This prince was the son of a god- 
dess of the ocean and of a Greek king, and possessed wonderful strength 
and beauty. When he was a baby, his goddess mother had dipped him 
in the waters of a dark river in the kingdom of Hades, and he had be- 
come proof against any weapon except at one little place in the heel, 
where his mother's hand had prevented the water from touching him. 
When Agamemnon and Menelaus called upon the men of Greece to 
fight against Troy, Achilles gladly took his shield and spear and joined 
them, although it had been foretold that he should meet his death be- 
fore Troy. There he fought bravely; and even Hector, the eldest son of 
King Priam, and the champion of the Trojans, did not dare to stay out- 
side the walls while Achilles was in the field. 

"In the tenth year of the war, Achilles became very angry at a 
wrong that had been done him by Agamemnon. After that, he refused 
to join in the fighting, and sat and sulked in his tent. When the Tro- 
jans saw that Achilles was no longer in the field, they took courage again. 
Hector and the other Trojan warriors came forth and killed many Greek 
heroes, and soon the Greek army was in full flight. The Trojans even 
succeeded in burning some of the Greek ships. 

"Then the Greeks were very much dismayed, and sent to Achilles 
and asked him to help them. But he was still angry, and refused. At 
last the dearest friend of Achilles came and begged him to aid them 
once more. Still Achilles refused, and all that he would do was to let 
his friend take his armor and go in his place. 

"So his friend took the armor of Achilles and went forth thinking 
that the sight of Achilles' arms would once more set the Trojans flying. 
It turned out otherwise, and soon word was brought to Achilles that 
Hector had slain his friend, and carried off" the armor. 

"Then Achilles saw that his foolish anger had cost him the life of 
his friend. His grief was very great; and he threw himself upon the 
ground and wept, until messengers came to tell him that the Trojans 
were carrying off" the body of his friend, so that the Greeks might not 
bury it. Achilles sprang to his feet and rushed toward the battlefield, 
without chariot or armor, shouting in his wrath. The Goddess Athena 
joined her voice to his; and the sound startled the Trojans so that they 
turned and fled, leaving the body of Achilles' friend in the hands of the 
Greeks. 

"Achilles' goddess mother obtained a new suit of armor for him 



SIOUX CITY PUBLIC SCHOOLS 101 

from Hephaestus, who was the god of metal- working, and next day 
Achilles rushed into battle to avenge his friend. All day long the battle 
raged about the walls of Troy, the gods fighting among men to protect 
and aid their favorites. At the end of the day, all the Trojans had been 
driven back, within their walls, except Hector. After a fierce battle 
Achilles slew Hector, and then tied the feet of the dead hero to his char- 
iot and dragged him through the dust to the Greek camp. 

"Achilles himself did not live much longer. As he was fighting 
one day, soon after this, an arrow shot by Paris struck him in the 
heel — the one spot where he could be wounded, and he was killed. 

"After Achilles was dead, the Greeks could not hope to take Troy 
by open fighing, so they tried a trick. They pretended that they were 
tired of the long war and that they were going home. They buiilt a 
wooden horse as tall as a house, and leaving that in their camp as an of- 
fering to their gods, the Greeks got on board their ships and sailed 
away. Then the Tojans came flocking out of their city to examine this 
curious thing which the Greeks had left behind. Some of the wiser heads 
feared the wooden horse, and wanted to burn it; but the others said that 
they would take it into the city and keep it as a memorial of their vic- 
tory over the Greeks. 

"So they took the wooden horse within the city walls. That night 
after the Trojans were all asleep, a door opened in its side, and a man 
slipped out. Then there came another and another, until about fifty of 
the bravest Greeks had appeared. These slew the guards and opened 
the city gates. The Greeks who had sailed away that morning had come 
back as soon as night fell, and were waiting outside. They now rushed 
into the sleeping city, and there were only heaps of ruins to show where 
the city of Troy had once stood. 

"In that night's fighting King Priam, his queen and all of his chil- 
dren, and most of his people were killed. KingMenelaus lound Helen, 
and brought her back again to his own country. Paris had brought 
destruction on his family and on the whole kingdom, and it was right 
that he should also lose his life in the fall of Troy." 

D. The Olympic Games. 

1. Every four years as a tribute to Zeus. 

a. Effect upon the physical development of the Grecians. 
h. The effect upon the general culture of Greece. 
c. How they were used in counting time. 

2. Read "The Story of Cleon" in Ten Boys, pp. 45-78o 

3. Read "A Boy in Galatia" in Stories of Greece and Rome 

retold from St. Nicholas. This is one of the very best 
Olympiad stories written. 

4. Read "Greece in Her Infancy," Kemp. 



102 PROGRESS 

E. Sparta and Athens. 

From the "Story of Europe," Harding. 

"In historic times there were two great cities in Greece, named re- 
spectively Athens and Sparta. These cities were not nearly so large as 
most modern cities, but the deeds of their citizens have made them 
famous for all time. They were only one hundred and fifty miles apart, 
but in their institutions and in the character of their citizens they were 
much more different than are New York and San Francisco. 

"The Spartans had built their city among a people whom they had 
only half conquered, and in addition they were surrounded by other 
people with whom they had many bitter wars. Because their neighbors 
and subjects were so hostile to them, the Spartans had always to be pre- 
pared against attacks. Sparta was built in an inland valley, which was 
surrounded by mountains. There were no walls or fortifications to pro- 
tect the city, for it was the Spartans' proud boast that their warlike citi- 
zens made walls for defense unnecessary. But the Spartans found that it 
took a long and severe training to make their boys into good soldiers and 
to keep their men always in readiness for war; so Sparta became more 
like a military camp in its ways of living than like an ordinary town. 

"When a Spartan boy reached the age of seven years he was taken 
from his parents and placed with other boys of his age in a great pub- 
lic training house. There they lived until they became men. The boys led 
a very hard life. Summer and winter they had to go barefooted, with only 
a thin shirt or tunic for clothing. At night they slept on beds of rushes 
which they themselves had gathered from the banks of the river nearby. 
They had to do all the cooking and other work for themselves; and the 
food which was given them was never as much as hungry, growing 
boys needed, so they were forced to hunt and fish to get food. They 
did not study books as you do, but they were taught running, wrestling, 
boxing, and the use of the spear and sword. 

"When the boys became men, they left the training-house and were 
formed into soldier companies. But still they had to live together, eat- 
ing at the same table and sleeping in the same building; and it was not 
until they had become old men, and could no longer serve in war, that 
they were allowed to leave their companies and have homes of their 
own. Thus the men of Sparta became strong in body, strict in their 
habits, and skillful in the use of weapons, and were able to conquer all 
their old enemies. Again and again they proved that they were the 
best soldiers in the world at that time. 

"Unlike Sparta, Athens was situated near the sea and was built 
about a steep hill, called the Acropolis. This proved an excellent place 
for defense, and as a result the Athenians did not need to spend as much 
time as did the Spartans in preparing for war. They were brave soldiers, 
but they were interested in many other things besides warfare. Some of 
the Athenians were farmers, others became manufacturers and made 
articles of pottery, glass, leather and various metals. Still others became 
skillful and daring sailors, guiding their ships to lands as far distant as 
the eastern shores of the Black Sea, and to the coasts of Gaul and Spain 
in the west. Everywhere that the Athenians went they traded with the 
natives, and thus their city grew rich and prosperous. It became a great 



SIOUX CITY PUBLIC SCHOOLS 103 

center for commerce, with its harbor always full of ships, and its market- 
place thronged with foreign merchants. 

"But Athens came also to be widely known for things even more 
important than the skill of her workman, the daring of her sailors, and 
the enterprise of her traders. Her greatest fame comes from the fact 
that some of the most eminent artists, poets and thinkers that have ever 
lived, dwelt within her walls. Upon the Acropolis, about the market- 
place, and in many other parts of the city, stood many beautiful marble 
temples and other public buildings. These were adorned with statues 
and sculptured scenes that no artist since has ever been able to equal. 
In her theatre, too, were acted noble plays, which men read today with 
delight; and the writings of her profound thinkers are still attentively 
studied. In everything which relates to beauty, and culture, and wis- 
dom, the Greeks have been the teachers of the whole world; and of all 
the Greeks who contributed to this end the Athenians stood first." 

F. The Struggle Between Aryans. 

1. The Persian Aryans under Cyrus and Darius have con- 

trol of all Asia Minor. The Phoenicians had planted col- 
onies in various ports of the Mediteranean coast. These, 
if not under Persian control, were looked upon by the 
Persians as dependent upon them. 

2. The Greeks had established many colonies along the coast 

of Asia Minor. Find, name and locate the more important 
of these colonies. 

3. Thus these two growing powers were bound to clash. Why? 

Over what question would the clash be likely to occur? 
Why? (Can you discover the first clash and its cause?) 
(Grecian colonies revolt and the burning of Sardis.) 

4. Thus we find Kablu and his descendents fighting for the 

supremacy not only of Asia Minor, but of all the Medi- 
terranean coast cities. The descendents of Ayra are oppos- 
ing them and fighting for their own freedom. 

5. Note: The Persian Aryans have developed organized gov- 

ernment through chiefs, kings and emperors. A despotic 
government. How do the Grecian Aryans differ in their 
methods of government? 

6. The Conflict and Battle of Marathon. 

a. Pheidippides' run from Athens to Sparta. What do 
we mean when we speak of a Marathon run? 

b. The Persian preparation. What was the meaning of 
"earth and water" sent to a king by a city? 

c. The Persian march. Can you make a drawing of it 
and the crossing of the ^^gean? 

d. The battle. Describe it. Location. 



104 PROGRESS 

e. Marathon was the first great battle of history. We 
should always remember it, and Miltiades, the brave Athen- 
ian general. Remember its date 490 B. C. 

7. Questions: Why was Marathon so important a battle? 

What change would have taken place if Persia had won? 

Do you think Persia will give up with one defeat? Why? 

What did Themistocles think and advise? What is ostra- 
cism? 

8. The great army of Xerxes. Study and describe it. How 

did he cross the Hellespont? 

a. Leonidas and the Battle of Thermopylae. Describe. 
Model the pass in the sand pan. Remember Leonidas as 
one of the world's great heroes. 

b. The wooden walls of Athens and the battle of Sala- 
mis. 

1. Athens burned. 

2. Describe the battle, with Xerxes watching from 
his throne on shore. 

3. Plataea and the complete defeat of the Persians. 

9. Greece is now free from the Persian menace and is now at 

liberty to rebuild Athens and do many wonderful things 
along lines of sculpture and literature. 

10. Read "The Youth of Greece," Kemp, pp. 99-111. 

11. Read "Those Clever Greeks" and "Venus of Milo," Stories 

of Greece, pp. 75-91, and Rome Retold, St. Nicholas. 

12. Read "A Visit to Athens," Kemp, pp. 112-125. 

G. Athens After the Persian War. 

1. How the Athenians governed themselves. 

a. Democracy. 

b. Their elections. 

2. Pericles. 

a. How he became their leader. 

b. What he wished to accomplish. 

c. The Acropolis and its buildings. 

3. Socrates, the great thinker. 

a. Something of his life. 

b. Why the people disliked him. 

c. His death. Why he refused escape. Did he do right? 



SIOUX CITY PUBLIC SCHOOLS 105 

4. The jealousy of Sparta for growing Athens. Why? 

a. Wars and struggles between them. 

h. What would be the effect of these wars. 

c. Would this be a good lime for another state to gain 
supremacy? 

5. Macedonia and Philip the Great. 

a. Why have we not heard of Macedonia before? 
h. Where was it located? 

c. Were the Macedonians really Greeks. 

d. Macedonia was once defeated by Thebes and Philip the 
son of the Macedonian king was left in Thebes as a hos- 
tage. 

Would Philip learn of the Greek city quarrels? 

e. Athens, Sparta, Thebes and other Greek cities con- 
quered by Philip after he became king. 

/. What was the Macedonian phalanx? 

1. Let a number of boys with shields and spears 
pose it. 

2. What had this phalanx to do with Philip's victory? 

g. Philip planned to invade Persia but died before at- 
tempting it. 

H. Greece and Persia in Theii Final Struggle. 

Kablu vs. Arya. 

1. Alexander the Great. 

a. Story of his boyhood. Thebes. 
h. His horse Buchephalus. 
c. Age when he became king. 

2. After the death of Philip, what did the Grecian cities 

attempt to do? 

a. How did Philip meet it? 

3. Makes his father's plan his own. The war on Persia. 

a. Organization of his army. 

h. Size of his army. 

c. Leads the army himself. 

d. The Macedonian phalanx continued. 

4. Crossing the Hellespont. 

a. The games celebrated. 
h. Ilium ordered rebuilt. 



106 PROGRESS 

5. The battles of Granicus, Pinarus River and Issus, 333 

B.C. 

a. All Asia Minor now at Alexander's mercy. 

6. Tyre destroyed. 

a. Building of road to New Tyre. 

b. Walls battered down. 

c. What became of the people? 

d. Who now must carry on the trade and commerce of 
the world. 

7. Expedition to Egypt. 

a. Alexandria built. Why so named? What did Alex- 
ander plan for his city? 

b. Locate Alexandria. 

8. Arbela. The third and last of the Persian battles. 

a. Locate Arbela. 

b. Darius' death. Alexander's care for his body and its 
burial in the king's tomb at Babylon. 

9. Alexander's march continued. 

a. To India. 

b. North and back to Babylon. 

c. Trace his entire route. 

d. Find as many cities as possible that he built? Where 
was his horse buried? 

10. Alexander as emperor of all Asia, Egypt and Greece. 

a. His marriage to the daughter of Darius. 

b. His life at Babylon. 

c. His death. 

IL Could anyone be found to take his place? 

L The Growing Power and Influence of Alexandria. 

1. The trade of the world. 

2. Its library. Brought from Athens, Babylon and all im- 

portant cities. 

3. A great university. Wise men from all peoples brought 

there as teachers and scholars. 

a. Plants of the world. 

b. Animals of the world. 

c. Books and best thought of the world. 



SIOUX CITY PUBLIC SCHOOLS 107 

4. What was the great work Alexander really did for the 
world? 

J. Read "The Story of Alexander the Great," Kemp. 

K. Things to Remember. 

1. Democracy. The people govern themselves. 

a. What seemed to be its weak point? 

b. What seemed to be its strong point? 

2. Culture. 

a. Physical. 

1. Spartan training and results? 

2. Athenian training and results? 

3. Olympian games and results? 

b. Intellectual. 

1. Language. What can you find out about the 
Greek language? Why is this true? 

2. Philosophy. What is philosophy? Name two 
great Greek philosophers. 

3. Art. 

a. Architecture. Name two things about Greek 
architecture we should remember. 

b. Sculpture. Name two things about Greek 
sculpture we should remember. 

c. Design. Name two things about Greek de- 
sign we should remember. 

c. What characteristic of the Greek people perhaps had 
much to do with their culture and wonderful development. 

L. Things to Do. 

Each room is requested to take up some one thing and work it 
out well. Principals will please report to the Art Super- 
visor the theme or themes selected. 

M. Read "Cleon, the Greek Boy," Ten Boys. 

N. Books for Reference. 

1. "Outlines of History," Kemp. 

2. "History for Graded and District Schools," Kemp. 

3. "Story of the Greeks," Guerber. 

4. "Historical Tales," Morris. 

5. "Ten Boys," Jane Andrews. 

6. Any general history 

7. Greek references in City Library. 

8. "Greek Gods, Heroes and Men," Harding. 



108 PROGRESS 

IV. The People of Conquest, Organization and Law. The Romans. — 
Seven weeks. (Last two weeks in second semester.) 
Note. — Before beginning this work the teacher should thoroughly 

familiarize herself with the topics as taken up in Kemp's History for 

Graded and District Schools and also with the Notes for Teachers given 

in the typewritten oulline. 

A. The Boot Country. 

1. A study of its location and general relations. 

a. Its situation with reference to the lands and the 
peoples with whom we have become familiar. 

b. Did Phoenicia, in her trade voyages, visit Italy? Did 
Greece, Egypt and Palestine know about her? Give your 
reasons. 

c. Did Alexander show any interest in Italy? Give your 
reasons. 

d. Why do we call it the Boot Country? 

Note the toe, the heel, the spur and the long leg. What 
sort of a boot does it resemble? Is this spurred boot 
typical of the history of the Boot people? Let us follow 
out their history and find out. 

2. A study of the coast line and what it means for the people. 

a. How does this coast line differ from that of Greece? 

h. Where are there practically no harbors? Where good 
harbors? 

On which side of the Boot will the large cities grow up 
and why? 

c. Would we expect the people of Italy to become more 
or less of a sea-faring people? 

Would we expect them to become more or less invol- 
ved with the business of the Mediterranean and of all the 
Mediterranean peoples? Why? 

d. What are her advantages for safety to herself in case 
of war or attack? Discuss carefully all these advantages 
for they may mean much in some of her troubles. 

3. A study of her rivers, mountains, valleys and what they 

should mean to a progressive people. 

a. We remember that Greece was not a united people. 
Do we remember why this was? Do we remember the 
result? 

6. Study Italy carefully and determine whether we would 
expect the Boot peoples to be a united people? 

c. Will it be easier for the peoples of Italy to know each 
other and to work together? Can they come to each oth- 
er's aid easily in times of danger? 



SIOUX CITY PUBLIC SCHOOLS 109 

Are the dangers of one part of the Boot hkely to be- 
come the danger of all? 

d. Study carefully the mountains. Where do they be- 
gin? Where do they extend? 

e. Study the valleys. Where are they? What rivers do 
you find? Where do they flow? Have they good rich val- 
leys? What relation have the good harbors to these val- 
leys and rivers? 

f. How about the coast plains? 

4. A study of the productive portions of the Boot and what 

we would expect the peoples to produce. 

a. What is your idea of the Appennines? Describe 
them and the timbers and products of the mountain sides. 

h. What products would we find in the valleys and coast 
plains? 

c. Compare the eastern with the western coast for pro- 
ducts and general possibilities for life. 

d. Compare the northern with the southern portions in 
the same way. 

e. Look up, in your Geography, what it says about the 
products of Italy. 

5. Model in the sandpan the Boot in its general relations to 
the whole Mediterranean country. 

a. In Italy. 

1. Note its rivers, mountains, valleys, etc. 

2. Its coast line. 

3. Its comparative length and width. 

4. Sicily and other near islands. 
/>. Surrounding countries, etc. 

1. Spain. 

2. Asia. 

3. Greece. 

4. Phoenicia and Asia Minor. 

5. Egypt and the Red Sea. 

6. The narrow outlet of the Mediterranean into the 
ocean. 

What is such an outlet called? 
Find other such outlets. 

7. In general, the bays and seas of the Mediterra- 
nean. 

6. Let the pupils read carefully Kemp's description of the 

geography of Italy. History for Graded and District 
Schools, pp. 147-153. 



110 PROGRESS 



B. Connections. 



1. Do we remember the early history of Greece and her war 
with Troy. Do we remember how Greece finally destroyed the 
city through the ruse of the wooden horse? 

It is said that one of the Trojan princes, ^Eneas, escaped from 
Troy and the Grecians, and with a few of his family and fol- 
lowers sailed to Italy, an unknown country to him at that time, 
and landed at the mouth of the Tiber river. 

Trace his journey and judge how long it must have taken him. 

Would it not be wonderful if the descendents of this exiled 
prince should found a new city that after many years of 
growth should conquer Greece, the country that had driven 
them from their home in Troy? Let us see how it all hap- 
pened. 

2. JEneas is said to have married Lavinia, the daughter of 
Latinus. Latinus is supposed to have been a brother or near 
relative of Hellenus, whom we remember led his Aryan clan 
down into Northern Greece. Thus both were descendents of 
Arya, whom we remember started the Aryan migrations into 
Europe. Thus we see how Persian, Greek and Roman were 
of one blood. (See Kemp p. 4.) 

3. Many years after the death of ^Eneas, Amulius, a descend- 
dent of vEneas, robbed his elder brother, Numitor, of his king- 
dom, put his sons to death and that he might be sure of the 
kingdom, compelled Numitor's only daughter, Rhea, to become 
a vestal virgin. 

Develop the story of Romulus and Remus. 

a. What was a vestal virgin? 

1. Their work. 

2. Their vows. 

3. Respect and love of the people. 

b. The God Mars. 

1. Who he was. 

2. How he married Rhea. 

3. The death of Rhea. Reason. 

4. llhea's twin sons and what happened to them. 

c. The miraculous escape of Romulus and Remus. 

1. How the twins escaped. 

2. How they were cared for until they became young 
men. 

4. A study of the myth of the founding of Rome. 753 B. C. 

Founded by Romulus, the Son of Mars. 

Let us discover whether the fact that Romulus was re- 



I 



SIOUX CITY PUBLIC SCHOOLS 111 

puted to have been the Son of Mars is at all typical of 
the history of the city he founded. 

a. We are to stu^y how this city grew in power until 
through conquest and by means of its wonderful organi- 
zation, government and law, it gained control of the whole 
known world. 

b. A study of the story of the union of the Romans with 
the Sabines and Luceres into one people that inhabited 
the Seven Hills of Rome. 

1. How Rome first secured the men for her city. 

2. How these men secured their wives. 

3. How the threatened quarrel with the Sabines 
was averted. 

4. How they cultivated the Tiber valley. Why they 
lived in the city instead of living upon their farms. 

5. A study of the three classes of people that developed in 

Rome, and how these classes were organized. 

a. The patricians. The old and original families of the 
three tribes and their descendents. The real citizen of 
Rome. 

1. What it meant to be a Roman citizen. 

b. The plebians. The new comers of the city. Not 
slaves, but not citizens, and therefore deprived of the 
greatest honor that a man could bear. 

c. The slaves. Captured in war or purchased. Many 
of the very best citizens of conquered countries were 
brought to Rome as slaves. They served the patricians in 
all capacities. Many of the slaves were Rome's best 
teachers. 

6. A study of the struggle of the plebs for their own protec- 

tion and rights. 

a. How tribunes were finally secured. 

1. Their work and authority. 

2. Something of the reign of Tarquin and of Servius 
Tullius. What they did for the plebs. 

b. How a written law was secured. 

1. The twelve bronze tablets of law. 

2. Some of the laws secured. 

7. A study of the Roman senate and government. 

a. Who established the Senate? 

How many did he establish in the Senate? 
How was the Senate afterwards enlarged? 

b. Who could be senators? 

Reason? 
Result? 



112 PROGRESS 

c. What did the senators do? 

d. How did they do their work. 

e. The organization of the Roman Legion. 
Compare it with the Macedonian phalanx. 
Were they at all similar? 

Which was the better do you think? 
Why? 

C. A Study of Some Early Stories Believed by the Romans. 

1. The story of Lucretia and the quarrel that brought on the 

Etruscan war. 

a. How Horatius kept the bridge. 

A story typical of Roman patriotism and heroism. 

b. Learn important parts of the poem. 

2. The story of Cincinnatus. 

a. How he was called from the field to lead the army to 
victory. 

b. How he resigned the dictatorship and returned to his 
farm as soon as victory was secured. 

c. Compare our own Washington with Cincinnatus. 
What the order of Cincinnati means. 

3. The story of the sacred geese and how they saved Rome 

from the Gauls. 

a. Where the Gauls came from. 

b. Their success. 

c. The geese. 

d. How the old men of the Senate made their sacrifice, 

e. How the Romans finally had to buy their liberty and 
pay nearly double price. 

/. We shall hear from the Gauls again. Be sure you 
have them located. 

4. Let the pupils read carefully "The Storv of Marius, the Lit- 

tle Roman Boy" in Kemp's description of the infancy of 
Rome. Kemp, pp. 154-170. 

D. A Rival City, Carthage. 

1. Review your knowledge of Phoenicia. 

a. Her location. 

b. Her trade. 

c. Her colonies. 



i 



SIOUX CITY PUBLIC SCHOOLS 113 

d. Carthage. Its wonderful growth until it became a 
city as large or larger than the parent city and Rome's 
chief rival in the Mediterranean. 264 B. C. 



2. Find out how Rome secured the co-operation and trust of 

all the peoples of Italy. 

a. Her road building. 

h. Her encouragement of trade. 

c. Her government and safety and protection of all. 

3. Did Carthage have the good will of all her neighbors? 

a. How did she treat dependent peoples? 

b. In case of trouble or wars which would have the more 
helpers? 

4. Make a study of Sicily. 

a. Location, size, people. 

b. Soil, climate, products. 

c. Value to Rome or Carthage. 

d. With two large cities situated as Rome and Carthage 
were situated, each desiring to control the Mediterranean, 
what is sure to happen? 

e. Would Sicily likely to be a cause of trouble? 

5. A study of the Carthagenian struggle. 

a. The cause. 

b. Hamilcar's vow. 

c. The vow of eight-year-old Hannibal. 

1. Hannibal's education. 

d. Hamilcar's work in Spain. 

1. Description of his army. 

2. Reason for conquest of Spain. 

a. Gold. 

h. Training his army for a greater struggle. 

3. His death. 

4. Hannibal's succession. 

a. W ere the merchants of Carthage anxious for 
war with Rome? Reasons? 

b. Are the same reasons true of this country? 

e. Hannibal's march into Italy. 

1. Trace on your sand table and show why it was a 
great and hard undertaking. 

a. Men, horses, elephants. 

2. Where and whom did they know they would find 
as friends? 



114 PROGRESS 

a. Reasons? 

3. Make a study of Hannibal's successful battles. 

4. Why Hannibal went on to the south and remained, 
instead of making a direct attack upon the city. 

a. Did he make a mistake? 

5. Coming of Hasdrubal and the plan to overcome 
the Roman army from both sides. 

a. How Rome defeated Hasdrubal and sent his 
head to Hannibal. 

b. A Roman army sent to attack Carthage. 

6. Hannibal called home. 

7. The defeat at Zama. 

/. The story of how Hannibal finally became an exile. 
g. His death. 

h. The fall and total destruction of Carthage. 
What did this mean to Rome? 

6. How battles were fought. A description of the destruction 

of Carthage. 

a. Weapons used. 
Offensive. 
Defensive. 

b. Animals used in battle. 
How they were used. 

How the Romans learned to avoid the elephants and 
take the army at a disadvantage. 

c. Engines and machines for the destruction of the city 
walls. 

7. What Rome did with a conquered people. 

a. Slavery of leaders. 

b. Appointment of governors. 

c. Building of roads. 

d. Establishment of definite government. 

e. Building up of trade with Rome. 

f. Organization, order, law. 

E. Rome and the Mediterrean World. The following quotations 
will give us much valuable information: 

"We have already learned something of the public buildings, 
aqueducts and roads which the Romans built wherever their rule was 
established, and we have seen something of their public games and the 
triumphal processions with which they honored their victorious generals. 
Let us now try to learn what we can of the ordinary life of the citizens 



SIOUX CITY PUBLIC SCHOOLS 115 

— their houses and shops and schools, and the training which the boys 
received. 

"The roads, bridges and walls which the Romans built can now be 
traced over a great part of Europe, and at Rome a few ruined structures 
still stand, to give us an idea of the grandeur of the ancient city. More 
over, by a strange chance, a whole city has been preserved for us in Italy 
— that of Pompeii — very much as it was toward the close of the first 
century after Christ; and from this we can gain a very good idea of the 
life of the people in a Roman city eighteen hundred years ago. 

"Overlooking the bay of Naples, on the coast of Italy south of Rome, 
is Mount Vesuvius. Today it is one of the most active volcanoes of the 
world; but until the first century after Christ, the Romans had supposed 
that its fires were extinguished, and cities were built at its very foot. In 
the year 79 A. D. the fires of Vesuvius burst forth again after their 
long quiet, and wrought fearful destruction. When the eruption had 
ceased, it was found that a thick layer of ashes and mud was spread over 
the surrounding country. As the years went by, other eruptions came 
and added to the thickness of this covering. Then the top layer was 
gradually changed to a fine loam, and vegetation sprang up and covered 
all that lay beneath. 

"For sixteen hundred years the buried towns about Mount Vesuvius 
remained lost to sight. Then a well, deeper than usual, happened to be 
dug above one of them, and ancient statues and bits of sculptured mar- 
ble were unearthed. Scholars then remembered the story of the buried 
cities, and began the work of uncovering them. 

"From that time to this, the work has gone slowly on. Several 
museums are now filled with the pictures, statues and household furn- 
iture which have been taken fiom beneath the ashes of Vesuvius. The 
town which has been most thoroughly examined is Pompeii, of which over 
one-half has been laid bare. 

"The removal of the earth over Pompeii has shown that the city had 
a forum, surrounded by temples and law courts, and other public build- 
ings; and this, as at Rome, was the most splendid part of the city. It is 
not for the public buildings, however, that we care most, for ancient tem- 
ples, and other public buildings, as well preserved as these, may be found 
in other places. But the glimpse which we get here into the private 
houses of the town, and into the life of the people in the streets and we 
can get nowhere else. It is this which makes our interest in Pompeii so 
great. 

"The first thing that strikes the traveller is the narrowness of the 
streets. In some of the broadest of these, two chariots could scarcely 
have passed one another. The pavements are formed of large pieces of 
stone, joined together with great care; and the ruts worn by passing 
wheels can still be seen in some of them, 

"The houses along these cramped streets were built — as are the 
houses in many warm countries today — about one or more inner court- 
yards, into which most of the shops opened. Often the street side was 
occupied by shops which were rented out by the owner, and which had 
no connection with the life of the house itself. 

"Upon entering such a dwelling we are likely to find, on the floor of 
the entry the Latin word for "welcome" formed of bits of stone in mo- 



116 PROGRESS 

saic work. Crossing this we enter the large public reception hall. Here 
the master of the hall received the visitors who came to see him. If they 
came from a distance, they might be lodged over night in the small 
rooms which open off from the hall on either side. The walls of the 
larger room are decorated with paintings and drawings, and here and 
there are pedestals where statues once stood. The floor, all through the 
lower story of the house, is formed of blocks of marble or other stone, 
and usually these are selected of different colors, and are arranged to 
form a pattern of some sort. 

"In the center of the floor of the main room is a square basin, sev- 
eral feet deep, which caught the rain from an opening in the roof di- 
rectly above. This opening in the roof also served to let out the smoke 
and vapors from the hres, for none of the houses had chimneys, and the 
fireplaces were only metal pots or pans in which charcoal might be burned. 

"Leaving the public hall, the visitor comes through another passage 
to the private part of the house,where the women and children lived, 
and where no guest might enter without a special invitation from the 
master. Here is another court, with rows of slender graceful columns 
about. Opening from this are small, low bedrooms, which we should 
think very uncomfortable; and here, too, is the dining room, where the 
master of the house entertained his friends at dinner. Above this 
court, also, there was an opening in the roof, with a basin below to catch 
the water; and about the basin and among the columns, there per- 
haps grew beds of blooming flowers and clumps of evergreens. 

"Only the ground floor remains of most of the houses of Pompeii; 
but there must have been a second story to all of the better houses, 
and sometimes even a third. But the upper part of the house was for 
the use of the slaves and dependents of the family, and could not have 
been so well arranged, or so beautiful, as the lower floor. 

"When these houses were first uncovered, many pieces of furniture 
remained in them; but the Roman rooms must have been too bare for 
our ideas of comfort. We should have found only a few chairs, some 
small tables, three couches in the dining room, some beds or couches in 
the bedrooms, and here and there high stands for their queer oil lamps. 
The form of these articles, however, was often most graceful; and at 
times they were made of rich material and with great skill of workman- 
ship. Besides such larger pieces of furniture, many smaller articles 
have been found, — among them being cooking vessels, vases, cups and 
fine glasses, combs, hairpins, polished metal mirrors and pieces of jewelry. 

"The shops of Pomeii are as interesting as the private houses. 
Most of these are only small rooms in the front of the houses, and are 
entirely open toward the street. Usually each shop displayed a sign; 
the milk store, a wooden goat (for it was goat's milk that was sold); and 
the wine shop, a large jar. A snake before another shop shows that it 
was a drug store, and a row of hams is the sign of an eating house. A 
washing and dyeing shop has also been found, for the care of woolen 
garments, which were almost the only kind worn. Pictures on the walls 
of this shop show men standing in stone tubs and washing the garments 
by stamping on them with their bare feet. 

"In at least one way the people of Pompeii were very much like 
boys of our own time. They loved to write and draw on the walls of the 



I 



SIOUX CITY PUBLIC SCHOOLS 117 

houses of the town. Here we find verses from the poets, and there 
letters of the Greek alphabet, wTitten by boys too small to reach up high 
on the walls. 

"In many places advertisements are scratched in the plastering, some 
of them announcing gladiator fights and performances in the theatre. 
Occasionally we find comic pictures, such as the one in which a gladiator 
is seen coming down the steps of the amphitheatre, with a palm leaf of 
victory in his right hand. Such drawings and inscriptions are often found 
on the ancient buildings of Rome also. They must have been the work 
of the common people and the young boys, for the writers are usually 
very uncertain in their grammar and spelling. 

"Besides studying the ruins of Pompeii, we have another way of 
learning how the Romans lived. Not all of Rome's great men were gen- 
erals and rulers; many were writers, and some, like Caesar, were great in 
both ways. Many of their books have been preserved to the present 
time, and are studied today in our high schools and colleges; and from 
these books also we can learn much of Roman life. 

"It is very interesting to compare the education of a Roman boy as 
it is described in some of these books, with that given boys and girls in 
our own day. Until he was six years old, the boy's training was carried 
on at home. He was told stories of the Roman heroes and his own an- 
cestors, and taught by means of these to be modest, brave and obedient. 

"He learned religion at the family altar, where his father sacrificed to 
the Roman gods. Perhaps he learned to speak Greek at home from a 
Greek slave whom his father purchased for that purpose. 

"When he began to go to school, it was necessary to be up and 
ready to start before daybreak. A slave accompanied him to the school, 
carrying a lantern to light the way and watching that no harm befell 
him. The schoolmaster sat on a raised platform at one end of the room 
with the children on stools and benches in front of him. Around the 
walls there were lyres, or harps, to be used in the music lessons, and 
pictures of the gods or of scenes from the history of Rome. Above the 
master's bench there was a great stick, and the lazy boys had good rea- 
son to fear it when they did not know their lessons. 

"In the lowest school, the children learned to read and to write. 
Instead of slates or sheets of paper, they had wooden tablets, covered 
with wax; and on these they wrote with a sharp pointed instrument called 
a stylus. The other end of the stylus was blunt, so that when a pupil 
made a mistake in his writing, he could smooth out the soft wax with this 
end and try again. Here the children also learned arithmetic. Perhaps 
the arithmetic which you have to study is difficult for you; but think how 
much harder it must have been for the Roman boys. They did not 
have the plain and easy figures which you use, but only what we still 
call the "Roman numerals." If you want to see how much more difficult 
it is to use these, try to find the answer to XXIV times LXXXVII, and 
then see how much easier it is when it is written 24 times 87. 

"Because their arithmetic was so hard, each pupil carried with him 
to school a counting frame to help him. This was a wooden frame di- 
vided into lines and columns; and he worked his problems with it by put- 
ting little pebbles in the different columns to represent the different de- 
nominations. 



118 PROGRESS 

"After the boy had gone through this elementary school, if his par- 
ents could afford it he entered what was called a grammar school. There 
he studied Greek grammar and read some of the famous books of that 
day, both Greek and Latin. Of course, these were not printed books, 
as printing was not invented till fifteen hundred years after this. Those 
he studied were all written with a pen, on smooth white parch- 
ment, or on paper made from papyrus plant, which grows in Egypt. In- 
stead of being bound, as our books are, the pages of these were all 
pasted into one long strip, and then rolled tightly around a stick. 

"All Roman boys of good families followed this course of training 
until they were about fifteen years old. Then they discarded the "boy- 
ish toga," with its narrow purple border, and put on for the first time a 
toga all of white, such as the men wore. This was made a day of festi- 
val for the family. The young man went with his father and his friends 
into the Forum, where his name was written in the list of Roman citi- 
zens, and then to the temples of the Capitol to offer sacrifices to the 
gods. 

"After this he might be called upon to serve in war, and he had the 
right to do everything that the grown men were allowed to do. 

"For many years, throughout the length and breadth of the Roman 
Empire, life went on in the ways which we have been describing. There 
were some slight differences between the various provinces, of course, 
but in the main the law, the government, the language, the manner of 
living and the education were the same in all the lands about the Medi- 
terranean sea. Rome thus gave a unity to the ancient world which it 
had never had before, and this unity of civilization Western Europe has 
never since lost. In this way the influence of the Roman Empire has 
been one of the greatest factors in the history of the world." 



THE SENIOR SEMESTER 

It will necessitate some effort on the part of the teacher at this point 
to keep the connection with the development of the last few weeks of the 
last semester. This, however, ought not to be particularly hard if the 
teacher will keep in mind that she is now beginning the phase of Ro- 
man history which deals more particularly with the beginnings of the 
downfall of Roman power. (Completion of Roman History — Two weeks' 
work.) 

F. The Evils of Wealth. 

A study of the causes that undermined the character of the 
Roman Republic and finally brought about her downfall. 

1. A study of the countless slaves that were brought into 
Rome through the Roman conquests and their effect upon 
the Roman people and the Roman industry and social life. 

a. Their effect upon the small farmer and how they drove 

him out of business. 

1. Patricians became beggars or hangers on to the 
more wealthy houses or upon the government. 



SIOUX CITY PUBLIC SCHOOLS 119 

b. Their effect upon the large farmers. A study of how 
the poor became poorer and the rich became richer. 

c. Bad influence of the educated Greek slave upon the 
Roman people. 

d. The luxurious days of Rome compared with their bet- 
ter early history. 

1. How Greek art, architecture and literature be- 
came dominant in Rome. 

2. Can it be said that Greece through her educated 
Greek slaves, her art, literature, etc., really conquered 
the Roman and made him Greek in his life and 
thought. 

2. A study of the Gracchi and the death of the Roman Re- 

public. 

3. Read selections from "Stories of Greece and Rome." 

G. A Study of Caesar and His Conquests. 

1, Something of the man. 

2. His conquests. 

a. Gaul. 

1. Remember the Gauls of earlier days and again in 
their assistance of Hannibal. 

2. Note how Caesar made Roman provinces of their 
territory. 

b. Britain. 

1. Study the work of the Romans in Britain. 

2. What sort of people did the Romans find there? 

3. We will hear of these people again. 

c. Caesar's return and death. 

1. Cause. 

2. Effect. 

H. The Establishment of the Roman Empire. 

1. How it was brought about. 

2. The effect. 

3. Was it still an honor to be sought to be a Roman citizen? 

L Things to Discuss. 

1. What were the elements that made Rome great. 

a. Character of her citizens. 

b. What Roman citizenship meant. 



120 PROGRESS 

c. The power of organization, unity. 

d. Senate made up of the wisdom and experience of her 
very best men. 

e. Law. Written law. Definite law. 

/. Roads binding all her peoples together and making in- 
tercommunication possible. "All roads lead to Rome." 

g. Loyalty and patriotism of the best sort. 

2. What were the elements that made Rome weak? 

a. Luxury. 

b. Wealth. 

c. Immorality. 

d. Losing sight of the true Roman character. 

e. Loss of her Republican form of government. 

/. Emperors who believed that the good of the whole 
empire centered in ihemseves and their own will and 
comfort. 

g. Loss of unity. 

h. Disregard for law. 

3. What Rome has taught and left for us to inherit. 

a. The idea of centralized government. 

b. The idea of organization — unity. 

c. The idea of law. 

d. Patriotism. The greatest thing in the world to a true 
Roman was to be a Roman citizen. 

e. Roads leading to every corner of the empire, and ev- 
ery road leading to Rome. 

J. Things to Do. 

1. Work out all the sandpan problems. 

2. Make a charcoal map of the Roman Empire. 

3. Some work in Roman design. 

4. A reproduction of some form of Roman architecture. 

a. The Forum. 

b. The aqueduct. 

c. The Coliseum. 

d. A clay relief of Italy. 

e. A clay relief model of the city. 

K. Read the "Story of Horatius." Ten Boys, pp. 79-114. 



SIOUX CITY PUBLIC SCHOOLS 121 

L. Some Helpful Books. 
"Lives," Plutarch. 

"The City of the Seven Hills," Harding. 
"Story of the Romans," Guerber. 
"General History," Myers. 
"Outlines," Kemp. 
"The Private Tife of the Romans," Preston and Dodge. 

V. The Heirs of the Romans — Our Own Ancestors. 

The Germans. 

(Nine weeks' work.) 

A. Geography: Europe as a Whole. 

A study of Europe as a peninsula of Asia. Greece, with 
its broken seacoast, a peninsula of Europe, is a type of Europe 
as a whole. Would we expect it possible for Europe as a 
whole to become one great united nation like the United States? 
Why? Study its seacoast, mountains, rivers and compare with 
other continents. What does all this indicate in a general 
way concerning the probable development of its peoples and 
and government? 

1. A study of the European valleys. 
a. Where they are situated. 

h. How are they separated? 

c. Do they blend into one large valley, as the valleys of 
the various rivers of central United States blend into the 
great Mississippi valley? 

d. To what extent are they connected, or is it possible 
easily to pass from one to another? 

e. What would we think about the possibilities of a de- 
veloping rich agricultural life in these valleys? 

2. A study of the European mountains. 

a. General character of the mountains. 

b. Height. 

c. Passes. 

d. General accessibility. 

e. Barriers to travel or communication. 

3. A study of the European coastline. 

a. Something of a comparison of its length, shape, bays, 
harbors, etc., with that of other continents. 

h. What would this coastline in general indicate with ref- 
erence to the kind of interests and life which Europe 
would probably develop? 



122 PROGRESS 

4. Show how Hannibal's hard march from Spain into Italy 
would necessarily be typical of nearly any attempt of one 
part of the country to carry on warfare with another. (The 
teacher might recall Napoleon's disastrous march of a 
much later date.) 

a. Work out all these geographical details in the sandpan. 

b. Keep a good chalk-modeled Europe on the board for 
constant reference. 

B. Some Connections. 

1. The Germans; who they were and where they lived. 

a. We remember where we left Arya and his family 
some hundreds of years ago? We have traced some of 
his sons and grandsons and great-great-grandchildren into 
Greece and into Italy and have seen them develop from 
rude, uncultured hunters and agriculturists into cultured, 
educated world rulers. 

b. There were, however, many Aryans who remained in 
and about the Danube valley, following up the river on 
both sides and some of them migrated as far west as the 
Rhine, as far north as the Baltic and North Sea. These 
people at this time were still uncouth, largely lived by 
hunting and rude forms of agriculture, depended to a 
large extent upon their herds and, in short, still lived much 
as Arya lived hundreds of years ago. 

c. These people were our own ancestors, the orginal Ger- 
mans, sometimes spoken of as Teutons, and the different 
tribes or clans often known as Goths, Franks, etc. 

2. A study of the appearance of the German or Teuton. 

a. General physique. 

b. Complexion, eyes, hair. 

c. How differing from the Roman or the Greek? 

d. His character and general nature. 

3. A study of his mode of life in the German forests. 

a. Early Teutonic village life. 

1. The village. 

2. The surrounding cultivated fields. 

3. How this land was divided in proportion to num- 
ber in each family. 

4. Method of working, etc. 

5. Outside the cultivated lands, the meadows and 
pastures were shared the same as were the cultivated 
lands. 

6. Beyond the meadows and pastures, the forests 
and wastes. A common ground for hunting and fishing. 



SIOUX CITY PUBLIC SCHOOLS 123 

b. Mode of government. 

1. A form of self government. 

2. Their chief elected. How? 

3. Method of taxation. Did he fax himself or was 
the tax laid upon him by his chiel? 

4. Respect for women. Compare with Romans. 
Greeks. 

5. What does all this indicate? 

c. Make something of a study of their religion and Gods 
and what they typified. Where the names of some of 
our days came from. 

C. The Defeat of Drusus. 

1. Why should not the Romans conquer the Teutons as Cae- 
sar had conquered the Gauls? Drusus crossed the Rhine 
with this thought. 

a. A study of some reasons why Caesar did succeed. 

b. A study of some reasons why Drusus did not succeed. 

1. The character and training of the Teutons them- 
selves compared with the Romans. 

2. The country into which the Romans had to make 
their march and struggle. Might the result have been 
different had the Teutons invaded Italy? See if some- 
thing of that sort did happen about the year 101 B. C. 

3. The decadence of the Roman people. 

2. Some results. 

a. The later employment of the Germans by the luxuri- 
ous Romans to do their fighting for them. 

b. A growing knowledge on the part of the Germans of 
the Romans, of their wealth, of their culture and of their 
weaknesses. 

c. Their knowledge of the Christian religion and the 
conversion of the Germans. 

1. Ulfilas at Constantinople. He becomes a priest. 

2. Returns a missionary to his own people. 

3. Invents an alphabet and translates the Bible into 
his own language. 

D. How the Goths First Began to Inhabit Roman Soil. 

The Goths. 

"Their rulers were beginning to build up a great kingdom about the 
Danube and the Black sea, when suddenly an event happened which was 
to change all their later history, and the history of the world as well. 
This was the coming of the Huns into Europe, 



124 PROGRESS 

"The Huns were not like Europeans; indeed the Golhs and the Ro- 
mans thought they were scarcely human at all. They came from Asia, 
and were related to the Chinese. Their strange features and customs, 
and their shrill voices, were entirely new to Europe. An old Gothic 
writer gives us a picture of them. 'Nations whom they could never 
have defeated in fair fight,' he says, 'fled in horror from those frightful 
faces — if, indeed, I may call them faces, for they are nothing but shape- 
less black pieces of flesh, wilh little points instead of eyes. They have 
no hair on their cheeks or chins. Instead, the sides of their faces show 
deep furrowed scars, for hot irons are applied with characteristic fero- 
city, to the face of every boy that is born among them, so the blood is 
drawn from his cheeks. The men are little in size, but quick and active in 
their motions; and they are especially skillful m riding. They are broad 
shouldered, are good at the use of the bow and arrow, have strong necks, 
and are always holding their heads high in their pride. To sum up, 
these beings, under the forms of men, hide the fierce natures of beasts.' 

"The Goths were brave, but they could not stand against such men 
as these. They fled in terror before the countless hordes of the new- 
comers; and 'stretching out their hands from afar, with loud lamenta- 
tations,' they begged the Roman officers to permit them to cross the 
Danube river and settle in the Roman lands. 

"The Roman emperor granted their request; and the Goths might 
have become his peaceful and loyal subjects had they not been mistreated 
by Roman officers. They were too high-spirited and warlike to submit 
to oppression, and they soon rose in rebellion. In a great battle, at Ad- 
rianople, they completely defeated the Romans and slew the emperor. 
Then they wandered about at will, ravaging and plundering Roman terri- 
tory, until the new emperor made peace by giving them lands on which 
to settle. 

"Some years later the Goths were under a young and ambitious 
ruler named Alaric, who had learned Roman ways of fiojhting. The 
Empire was now weak and badly ruled. So, as an old Gothic writer 
tells us, Alaric 'took counsel with his people, and they determined to 
carve out new kingdoms for themselves, rather than, through idleness, 
to continue the subjects of others.' " 

E. Review in the Fourth Grade Outline. "Why Hunters, Fishers, 
Shepherds and Agriculturists Move." 

1. Make a study of these reasons and discover why the Teu- 

tons found it necessary to continually move on before the 

increasing numbers coming on from the east'. 

a. Why did Arya move some centuries ago? 

h. Why did Kablu move? 

c. What is the general principle of migration? 

2. Alaric and his conquest. 

a. Why did he not destroy Rome? 

h. Establishment of his people in Spain? 

c. Alaric's death and burial. 



SIOUX CITY PUBLIC SCHOOLS 125 

3. Clovis and the Franks in GauL 

a. Clovis' conquest. 

b. His conversion and baptism. The influence of his 
wife. 

c. The beginnings of France. 

d. Something of Charlemagne. 

F. The founding of England. 

1. Review the conquest of Britain by the Romans. 

a. After this general conquest the Romans seem to have 
given little attention to Britain. 

h. Their troubles with Ireland and Scotland. 

c. The story of Hengist and horse. 

2. Establishment of German power in England. 

a. Character of the German invaders. 

b. Where the name "England" came from. 

c. The struggle with "King Arthur." 

1. Some of the King Arthur stories. 

2. Wales, the home of the descendents of the Britons. 

3. A study of the story of King Alfred. 

a. Story of his boyhood. 

b. How he defeated the Danes. 

1. Who the Danes were. 

2. Some of the old Viking stories. Lief Erikson 
and his discoveries. 

3. How the Danes retained Northern England. 

4. Why the names of many of the towns of North- 
ern England end in "by," while many of the names 
of the towns in Southern England end in 
"ham" or "ton." 

c. Some of Alfred's work. 

1. Rebuilding of London. 

2. Builds a navy. 

3. Collects into written form the English laws. 

4. The beginnings of English books. Translations 
from Latin. 

d. Read the story of "Wulf, the Saxon Boy," Ten Boys. 

4. A brief study of the Norman conquest and the establish- 
ment of the feudal system. 



126 PROGRESS 

G. Feudal Life and Chivalry. 

1. The feudal system of landholding had been established 

throughout Germany and France and was by William, the 
Conqueror, introduced and thoroughly established in Eng- 
land. 

a. We remember the little German villages discussed with 
the Teuton forests. As the Teutons pressed over into 
France, Spain and the rich agricultural valleys, they found 
land very valuable. They became more and more agri- 
cultural. They, however, had no strong centralized gov- 
ernment, as Rome had, and feudalism grew up as a means 
of protection to the landowners and to the king. 

b. By it the king gained: 

1. Vassals. 

2. Service in time of war or military need. 

3. A certain amount of money each year. 

4. Money to aid in military expeditions. 

5. In general, all needed military and money ser- 
vice. 

c. By it the king granted protection to his vassals: 

1. From thieves or robber bands who would steal 
or destroy his crops or home. 

2. A general protection in his needs. 

2. The ceremony of vassalage. 

a. What the vassal promised the king. 

h. What the king gave the vassal. What is a fief or feud? 

c. How men who owned their farms gave them up to be- 
come vassals. 

d. How even monastaries became vassals. 

e. How the lords (vassals of the king) themselves gave 
out their lands to vassals of their own. 

3. A study of the castle and of castle life. 

a. The castle itself. Usually where placed? Surround- 
ings. 

b. Means of defense. 

c. Study the walls, moat, drawbridge, etc. 

d. The court. 

e. The mills and homes of the vassals. 

/. What were some of the things that had to be kept in mmd 

in building the castle, in order to provide for a time of 

siege? 

g. Provision for the soldiers, prisoners, etc. General 

description of the castle as a whole. The second floor. 

the third floor, etc. 



SIOUX CITY PUBLIC SCHOOLS 127 

4. Something of a study of chivalry. 

a. The better side of life as represented in knighthood. 

b. What it meant to be a knight. 

c. His attitude toward truth, bravery. 

d. His attitude toward women. 

e. His attitude toward the weak and oppressed. 
/. What a boy must do to become a knight. 

5. The study of a typical castle siege. 

6. Read Kemp, pp. 275-291. 

H. The Church in the Middle Ages. 
A very brief study of the monastry. 

I. How the English Began to Win Their Liberties. 

1. Review the winning of their rights by the Roman plebians. 

2. Why did the Goths begin an attack on Rome after being 
allowed to settle on Roman territory? 

3. Was there anything in the principle of feudal landholding 

that was likely to make trouble after awhile? 

a. Is it possible that the kings and lords might take ad- 
vantage of their vassals and deprive them of many of their 
rights? 

h. Note that the vassals practically signed away certain 
elements of freedom in return for protection in their 
. homes and agricultural persuits. 

1. Is it likely that if the king or lord began to take 
advantage of these things that the vassals might wish 
to return to their original freedom? 

4. A study of King John and how the barons secured the 

Great Charter at Runnymede. Let us remember that 
this was the first written declaration of the peoples' rights 
ever acknowledged by king or emperor. 

a. Some of the things the Great Charter contained. 

h. What it meant to us. 

c. Ought we to place it by the side of our own Declar- 
ation of Independence in honor and importance? 

d. Give reasons. 

J. Things to Think About. 

1. Compare the Greek, Roman and Englishman so far as we 
have studied them and determine the relative character 
and points of strength and weakness of each. 



128 PROGRESS 

2. What has each of these peoples left to us as an heritage? 

3. Name four great men that we should remember. Tell 

something of each. 

4. What great advances have been made since the days of Ka- 
blu? Are the days of migration yet Over? Are the rea- 
sons for migration the same? 

a. Think of the changes in architecture. 

Kablu's. 

Babylonian. 

Hebrew. 

Egyptian. 

Grecian. 

Roman. 

German or English. 

b. Think of the changes in books. 

c. Think of the changes in mode of life and education, 

d. Think of the changes in government and law. 

K. Some Things to Do. 

1. Weapons of the early Teutons. 

2. Work out in the sandpan an early Teuton village with sur- 

rounding fields, pastures and wastes. 

3. Find pictures illustrating various forms of Teuton life. 

4. Work out in clay a castle v/ith its moat, drawbridge, court 

and protected village. 

5. Pictures of walled towns, such as York, Chester, Oxford, 

Carcassonne or Nuremberg. 

6. Pictures of castles and various phases of castle life. 

7. Pictures of knights and various phases of chivalry. 

8. Pictures of cathedrals and monasteries and of monastic life. 

9. An illuminated book. 

10. Posing and dramatizing important scenes of the half year. 
No more valuable work can be done than this. Some few 
scenes ought to be selected each semester and thoroughly 
worked out. 

L. Some Good Books. 

"Myer's General History." 
"Beowulf," Child. 

"King Arthur and His Court," Green. 
"Stories of English History," Church. 
"Alfred the Great," Hughes. 



SIOUX CITY PUBLIC SCHOOLS 129 

"Vikings in Western Christendom," Keary. 
''Short History of the Enghsh People," Green. 
"Liberty Documents," Hill. 

VI. The Pilgrimages, Crusades and the Revival of Commerce. Seven 
weeks' work. 

A. The Beginnings of Religious Travel. 

1. Reasons for pilgrimages. 

a. Belief that a visit to a holy place would bring to the 
visitor freedom from bodily disease, answer to prayer, 
cleansing from sin or some particular blessing which the 
visitor greatly desired. 

h. Places that were specially regarded as holy were 
the holy places of Palestine, the tomb of St. Thomas-a- 
Becket at Canterbury, England, the tombs of Peter and Paul 
in Rome, of St. James of Compostella in Spain, and of 
many others in various places in Europe and Asia. Of 
course, pilgrimages to Palestine were regarded as being 
of particular advantage. Why? 

1. A study of several characters whose tombs were 
regarded as holy places. 

2. Note that all the Germanic peoples^ as well as Rome 
and Greece, were essentially Christian. Consequently, 
pilgrimages were starting from all parts of Europe. 
Some for short pilgrimages, to near-by shrines; some 
for long distances, perhaps to Jerusalem. 

2. Attitude of the church. 

a. The church regarded such a pilgrimage as an act of 
great devotion. 

b. The safe conduct of the church was granted. 

c. Monasteries were always open for pilgrim travelers. 

d. As pilgrimages increased, separate places were estab- 
lished for the entertainment and care of pilgrims, especi- 
ally in the Alpine passes and often in the cities. 

3. A study of the pilgrim. 

a. Dress. 

h. Method and dangers of land travel. 

1. Poorer people. 

2. Nobles, etc. 

3. How horses were provided. 

4. When mules were used. 



130 PROGRESS 

c. Method and dangers of sea travel. 

1. Crowded conditions of small vessels. 

2. Sea sickness, etc. 

3. Where would this sea travel likely occur? 

d. A certain road was called "The Palmer's Way." 

1. Find out why it was so called and where it was. 

2. What did the palm branch in the hands of a 
traveler signify? 

3. How would people be likely to treat such a trav- 
eler? 

e. Chaucer wrote a book called "Canterbury Tales." 

1. Find out why it was so called. Can someone 
bring the book and let the pupils see it? 

2. Can the pupils read it? Why not? Is it printed 
in English? 

3. Get someone to tell you one of the Canterbury 
tales. 

4. Would pilgrims as they met all over Europe dur- 
ing their travels be likely to exchange experiences? 
When would this occur? Can you form a mental 
picture of such an occurrence? Describe it. 

5. Do commercial travelers of today do more or 
less of this sort of story telling? 

4. Some effects of the pilgrimages? Let the pupils develop 
them; do not tell them. 

a. Increased travel or travel revived. 

h. Increased safety through the influence of the church. 

c. Increased knowledge of the world through the ex- 
change of ideas as well as through the individual experi- 
ences. 

d. Spread of this knowledge by the pilgrims after their 
return home. 

e. Beginnings of the breaking of the "darkness" of the 
Middle Ages. 

5. Geography. 

a. Location of holy shrines. 

h. Trace a pilgrim from England to Palestine, Jerusalem, 
and return. 

1. Traveling largely by water. 

2. Traveling mostly by land. 

3. Show what cities he might have passed through 
and tell of six wonderful things he might have seen, 
outside the shrines, and describe each. 



SIOUX CITY PUBLIC SCHOOLS 131 

d. Make a map of each of the above named journeys. 

B. The Problem of Mohammedanism. 

1. Who was Mohammed? 

a. Something of his boyhood and the idea of the reb'gion 
he founded. 

h. Note that the three religions which teach Monotheism, 
or that there is but one God, have all come to us from the 
Semetic people. 

1. The Jewish religion is the foundation religion. 

2. The Christain religion adds "The Christ, the 
Son of God." 

3. The Mohammedan religion acknowledges Christ as 
holy prophet or teacher like Moses, but Mohammed 
is regarded by Mohammedans as the latest and great- 
est of all God's prophets, and consquently the true 
authority. 

2. Note that Mohammed was an Arabian, his home Mecca, 

which later became the Mohammedan holy city. 

a. A study of the flight of Mohammed from Mecca in 
622 A. D. and the reason for it. What this flight was 
called by Mohammedans and why they count time from that 
date as we do from the birth of Christ. What would this 
year be in Mohammedan counting? 

b. A study of the conquest of Arabia and Mecca by Mo- 
hammed and of his dea^h in 632 A. D. 

c. Locate Mecca, with reference to Palestine and Jeru- 
salem. 

d. Make a board map and a sand, map of this whole 
region. 

3. Mohammedan Conquests. Note that while Christian peo- 
ple regarded Jerusalem as a holy place, the tomb of 
the Christ as sacred, yet a goodly portion of them had trans- 
fered their church capital to Rome and left Jerusalem un- 
protected. 

a. A study of the conquest of Mecca and Arabia. 

b. A study of the conquest of Persia, Palestine and 
Syria. 

c. A study of the conquest of Egypt. 

1. Why and how the great library at Alexandria was 
destroyed. 

2. Review of the founding of the city and of the 
librarvby Alexander and of the great influence it had 
in brmging people to the city and in making Alex- 
andria a great city in many ways. 



132 PROGRESS 

3. Could there be any justification for the destuc- 
tion of such a library? Was it a world loss? 

d. Conquest of Mrica. 

e. Conquest of Spain. 

/. Make a map of all Mohammedan territory. 

4. The story of Charles Martel and the great work he did to- 
ward the preservation of our inheritance. 

a. Review the work of Clovis; how he conquered Gaul. 
His conversion; the story of his wife's influence. 

h. What relation was Charles Martel to Clovis? 

c. What relation was Charles Martel to Charlemagne? 

d. Why was he given the name "Martel"? 

5. Some things to remember: 

a. The battle of Tours. Locate it on your map. 
h. The date 711 A. D. 

c. How Charles Martel saved all Europe to the Christ- 
ian religion. 

6. Note how the conquests of the Mohammedans united to 
form a geographical crescent. Why the crescent was a 
fitting symbol for the Mohammedan banner. 

7. A study of the Mohommedan capitals. 

a. The eastern capital city — Bagdad. 

1. Where situated. 

2. What have we heard of the Tigris in early history. 

3. A study of the beauties and wonders of Bagdad. 

4. A study of the wonderful progress made by Mos- 
lems in education of all forms. 

5. 'The Arabian Nights." A book of stories of 
Bagdad as it was in its best days. Recall some of the 
stories. 

b. The western capital established at Cordova. 

1. Where situated? 

2. Why two capitals were needed? 

3. "The Alhambra." A book of stories about the 
wonderful western capitol palace. By whom written? 
Recall some of the stories. 

4. Note two great story books that represent the 
two ends of the Mohammedan crescent. 

8. Study your map of the possessions of the Mohammedans 

with the cities and countries aff^ected. 

a. Note that the Mohammedans control the caravan com- 
merce of the East. 



SIOUX CITY PUBLIC SCHOOLS 133 

b. Note that they also control the gateway into the Medi- 
terranean, its southern shore and eastern end. 

1. Find out how the name Gibraltar came to be ap- 
plied to the great rock that guards the Mediterranean 
gateway. 

c. Note the position of Constantinople. 

d. What is likely to be the next move of the Moslems? 

9. A study of the whole Mohammedan movement to Christ- 
ian Europe? (As it appeared.) 

C. The Crusades. 

1. The conditions that led to them. 

a. Recall the pilgrimages, especially the pilgrimages to 
Jerusalem. Remember that Jerusalem was under the con- 
trol of the Mohammedans, but that they had treated the 
Christians kindly and had given them safe passage and 
freedom in their worship. 

6. The Christians had built many churches in Jerusalem, 
and monasteries had been established all along the route 
through Europe, especially through the Alps. 

c. The Mohammedans had developed a wonderful learn- 
ing, were peaceful and excellent in intellectual pursuits of 
every sort and were growing in commerce and industry. 

d. All this was to be changed. A study of how a horde 
of fierce ignorant Turks from Central Asia conquered and 
took control of the Mohammedan countries. 

1. How they themselves became Mohammedan in 
religion. 

2. How they changed the attitude of the Mohamme- 
dan countries toward Christians and the Christian pil- 
grimages. 

3. The direct influence upon Mohammedan educa- 
tion and culture. 

4. The influence upon Mohammedan commerce. 

5. Their attempt to conquer Constantinople. 

6. The call of Pope Urban II to the Christian peo- 
ples of Europe to save Constantinople and rescue Jer- 
usalem and the Savior's tomb from vandal hands. 

2. The response of the people to the call. 

a. What each expected to get for himself from the Cru- 
sade. 
h. Wbat the Pope promised them. 

c. The cross as the symbol of the Crusade. Where worn 
in the crusade? Where worn in the return? 



134 PROGRESS 

d. In what ways the Crusade resembled a pilgrimage? 

e. In what ways it differed from a pilgrimage? 
/. Was it war? 

g. The battle cry. 

3. Crusades. 

a. A study of the crusade ot Walter the Penniless and of 
Peter the Hermit. 

1. Resuh. 

2. General eifect. 

b. A study of the first Crusade and what it accom- 
plished. 

1. Reception at Constantinople. 

2. Fall of Antioch. 

3. Capture of Jerusalem. 

4. Date of the first Crusade. 

c. A very brief mention of other crusades, seven of them, 
and how in less than a hundred years after the capture of 
Jerusalem by the Christians it was again in the hands of 
the Mohammedans to remain until — when? 

1. How in many ways the crusades degenerated 
into mockeries of the religion they professed? 

2. A brief study of Richard the Lion Hearted. 

4. Some effects of the Crusades. 

a. Breaking up of feudal life ideas. 

1. How and why feudal life was weakened by the 
Crusades. 

2. The beginnings of developments that led to na- 
tions. 

3. A study of how no real "nations" have existed in 
Europe up to this time. 

h. An increase and spread of knowledge of many kinds. 

1. Remember that the Mohammedans had made 
great strides in learning. Europe in the Crusades 
was brought into contact with this learning. 

2. Travel always spreads learning. Compare with 
results of Crusades. Compare with present world 
travel. 

c. Commerce was greatly benefited. ' 

1. How Crusaders traveled. 

2. Could they pass through the Gibraltar? 

3. If they took ship, where would it likely be? 

4. Would ships come back empty? 

5. Effect upon ship building? 



SIOUX CITY PUBLIC SCHOOLS 135 

6. General discussion of commerce under Crusade 
influence. 

d. A study of how the Crusades tended to gather many 
people into the towns and cities who had heretofore lived 
in the castles and villages. 

1. Reasons? 

2. Results. 

D. The Growth of Cities. 

1. We remember how the coming of the German and the 

establishment of the feudal system caused a decay in the 
established trade and commerce of the Roman supremacy. 
In just the same way many of the towns and cities of 
Europe lost their importance and began to decrease in 
size and business. 

a. Were the Germans a city or country-loving people? 

h. Could these towns maintain their importance if com- 
merce was decaying? 

c. Would there be any material difference between the 
towns and villages except in size? 

d. Would we expect each town to have its lord or baron 
and become a part of the feudal system, with the towns- 
men as the vassals of the baron? 

e. Would we expect the townsmen to become largely 
farmers, as the villagers were? 

2. Reviving effects of pilgrimages and crusades upon towns 

and cities. 

a. Travel and its needs. 
h. Commerce and trade. 

c. Manufacture. 

d. About what date would we expect this revival to begin 
to show itself. 

3. As towns begin to prosper commercially and trade and 

manufacture increased would they be content to remain 
under strict feudal control. 

a. In what ways would these feudal relations begin to 
break up. 

h. Could towns and cities remain simply large agricult- 
ural communities. 

c. W^ould tradesman and manufacturers be content to be 
called into wars for their lord or to give large amounts 
from their business for the lord's maintenance, or spend 
two days each week cultivating the lord's domain. 

d. What means could they take to secure their freedom? 



136 PROGRESS 

e. Would kings become interested in growing cities? 
How might they show this interest? 

/. If cities won their freedom or partial ireedom, what 
means would they take in order to maintain it and protect 
themselves and their industries? 

4. The development of Free Cities. 

a. In what part of Europe would we expect this revived 
city life to begin. 

1. Reasons for this location. 

2. As the revival continued in what directions would 
it travel? 

3. What cities can you name that may possibly have 
been among these cities? 

h. Some of the rights that these cities would gain from 
their king or lord from time to time. 

1. A small fixed rent on lands or a definite tax on 
goods sold. 

2. Freedom, or partial freedom, from war duty. 

3. No charge for the use of the town oven. 

4. Freedom to sell property and leave the city. 

5. Any peasant coming to the city and living in the 
city for one year without claim from his lord to be- 
come free. 

6. Sometimes they were granted the right to elect 
their own judges. 

7. In a few cities the right to elect all their officers 
was granted. 

c. It should be remembered that these rights represented 
a continual struggle on the part of the townsmen, and quite 
often they were afterwards lost to some new king or ty- 
rannical lord. 

5. A study of the development of a few typical cities. 

Find what you can concerning Vienna, Pisa, Genoa, Flor- 
ence. 

6. A special study of the development of Venice and Genoa. 

a. Their geographical location and advantages for main- 
taining commerce with the east and becoming distributing 
points for Europe. 

1. Note the easy access to Europe and the routes 
likely to be taken in the distribution of goods. 

2. Follow ihe Genoese route to the east and discuss 
its merits. 

a. Down round Italy and Greece, through past 
Constantinople into and across the Black Sea, 
thence down into western and central Asia. 



SIOUX CITY PUBLIC SCHOOLS 137 

b. At different times in the history of commerce 
this route was controlled by the Venetians, but 
later passed under control of Genoa, until they 
were finally cut off by the fall of Constantinople 
into the hands of the Turks. 

3. Follow the Venetian route to the isthmus of Suez, 
thence by the Red sea to the Indian ocean and on to 
India and China. 

a. Which route would seem to open up the 
better field of commerce? 

b. Find out what articles of commerce would 
likely enter into each route. 

4. What is likely to happen when these two routes 
cross? Why? 

5. Make a map of each of these routes and chart 
the cities and peoples affected. 

7. Another important step in Mohammedan progress. 

a. The fall of Constantinople in 1453. 

1. The effect upon Genoese commerce? 

2. The effect upon Venetian commerce? 

3. We must keep this in mind because of its bear- 
ing upon another event that is closely connected with 
our own history. 

b. A very brief study of the conditions that brought 
about the fall of Constantinople. 

1. Had Constantinople been in danger before? 

2. Recall Pope Urban's call for Crusaders. 

8. A study of city life. 

a. Its walls. 

b. Its streets. 

c. Its homes. 

d. Its shops and manufactures. 

e. Apprentices. 
/. Guilds. 

g. A fair. 

h. The town hall. 

i. A cathedral. 

Vitalize each of the above with the reasons for their existence and 
growth, the activities connected with each and what they meant to the 
townsmen. Let us visit each in turn and realize their activities. Use 
as many pictures as you can find to help in this humanizing of the Free 
City. 



138 PROGRESS 

F. Some Things to Think About. 

1. Progress of commerce. 

a. Under what conditions does it grow? 

h. Under what conditions does it decUne or die? 

c. Apply these conditions to different periods of our 
study and see how they worked out. 

d. What were the conditions about 1400-1425? 

e. What new condition entered into the problem in 1453? 

/. What will be the effect? Does it effect Genoa alone 
or is it a problem of the world? Reasons? 

2. The growing ideas of individual liberty. Trace them out 

as you re-think the problems we have studied. 

3. What has been added to our inheritance during the mid- 

dle ages? 

4. Questions. 

a. What is a charter? 

h. What can you tind out about the life of the ladies of 
the castle? 

c. Describe the knighting of a squire. 

d. How did farming in the middle ages differ from that 
of today in the United States? 

Why did the peasants (villains,) live in villages instead 
of scattered farmhouses. 

f. How were the cattle, pigs, geese, etc., kept from straying 
into the cultivated fields, etc., in the absence of fences 
and hedges? 

g. How was the cooking done in the village? 
h. Would we find stores in the village? 

i. What was a commune? 

j. Imagine the life of an apprentice lad. 

k. Visit a fair and tell what you saw and bought. 

/. In what countries is Mohammedism found today? 

m. Make a list of things for which we would praise a 
Crusader and a list of defects. 

F. Some Things to Do. Suggestions. 

1. Draw a map illustrating the commerce of the years 1400- 

1450. 

2. Make a map of the Mohammedan Empire at its height. 

3. Mark in red ink upon your first map the points which we 

wish to remember for special purposes and list each be- 
low. 



SIOUX CITY PUBLIC SCHOOLS 139 

4. Dress a typical Crusader with his horse. 

5. Dress a typical Palmer. 

6. Make a machine for hurling stones and tell how it was 

used. 

7. Make a large picture (water colors) illustrating some 

phase of a crusade. 

8. Could you make a series of large pictures illustrating the 

life of the Middle Ages and use them for a frieze for your 
room wall or a portion of the wall in a hallway? 

G. Readings for the Class. 

"The Story of Wulf," Ten Boys. 

"The Story of Gilbert," Ten Boys. 

"The Crusades," Kemp. 

Bring to class as many of the King Arthur stories as you can 
for class reading. 

H. Some Good Books for Referencce. 
"History of Commerce," Day. 
"History for Graded and District Schools," Kemp. 
"History of Europe," Harding. 
"Story of the Middle Ages," Harding. 
"Outlines of History," Kemp. 
"Six Thousand Years of History," Kemp. 
"General History," Myers. 
"Source Book of Medieval History," Ogg. 
"England's Story," Tappan. 



I 



SIOUX CITY PUBLIC SCHOOLS 141 



SIXTH YEAR 



Attitude of the Teacher. 

The Sixth Year teacher must be thoroughly famihar and thoroughly 
in sympathy with the Fifth Year work. It is her special privilege to 
complete the problem begun in the Junior Fourth semester. It is 
her special responsibility to see that the Sixth Grade child is brought 
to an adequate appreciation of his great inheritance. To this end the work 
from the beginning of the fifth year must be kept constantly in mind 
and each new problem must be seen as the direct and natural result 
of the accumulating years of human progress. From early Aryan 
beginnings to our own English ancestors the Fifth Grade child has followed 
the achievements of the human race and has seen in each step a gift 
to himself: a gift that has cost the labor, thought and patience and the 
lives of countless generations ot men and women. 

It is the work of the Sixth Grade pupil to build upon this foundation 
in the later experiences and achievements of these same Aryan peoples; 
to follow them in their continued migrations to the settlement of a 
newly discovered continent; to find how in their new home the greatest 
gifts of all the ages were added to our inheritance — the gifts of indi- 
vidual liberty and of individual government. 

The Sixth Grade teacher will not fail to discover her opportunity. 
The gifts of the ages carry with them responsibilities. They are ours 
today; ours to enjoy; ours to preserve, ours to enlarge and purify and 
make better; ours to leave as a greater inheritance to our own children. 
Who can measure the inheritance of the years to come? 

Method. 

While the teacher is to use the greatest amount of individuality in 
her work, there are certain fundamentals of method that she must keep 
in mind if the best results are to be obtained. 

1. We are not dealing with High School pupils, neither are we 
dealing with a High School subject. Grade pupils are interested in the 
dramatic side of historv. It must be vitalized by living with the people 
we are discussing, and by working out, so far as possible, the problems 
they had to solve. It is not the detail of history, not the dynasties nor 
dates, not the multiplicity of events nor of actors; but it is the few great 
problems, the few great events, the few great actors, and these few in action, 
that makeup the milestones of human progress. These milestones, Aw- 
manized, will command the interest and attention of the grade pupils. 
These milestones, humanized, constitute the Fifth and Sixth Grade prob- 
lem. 



142 PROGRESS 

2. The connection of" people with people is a vital element in the 
grade method. From Aryan to American is a problem. Week by week 
we deal with the steps of its solution. Let us remember that history is 
not history in the larger sense unless we see each bit in its true relation 
to the larger problem. We do not know the work of a people or a na- 
tion unless we see this work in its true relation to the work of all peo- 
ples and of all nations. Tkis means that history teaching is a careful es- 
tablishment of right historical relations. 

3. In this setting of the problem, there is no more important ele- 
ment than the geography factor. The wise teacher will always see that 
this factor is considered among the very first. The location of a people 
with reference to other peoples; the physical conditions of all sorts 
which may enter into the problem: mountains, rivers, the climate, all 
these things in their influences upon a people's history are within the grade 
comprehension. They were a vital part of the life of the people under 
consideration and consequently must become a part of the life the child is 
to re-live in his imagination in order that he may arrive at the solution of 
the problem set. Consequently chalk-modeled maps and sand-table maps 
are a necessity and must receive due attention in working out the plans 
and methods of the teacher. The solution of every problem should 
have its "map" setting. 

4. The solution. Life is a problem. We solve it for ourselves 
little by little. Every problem solved sets but another problem. Let us 
take this as a key and through the melhod it unlocks for us lead the 
children, little by little, from problem to problem, until through their 
own thinking processes the solution appears. We may have to 
aid often in setting the conditions of the problem; we may have to arrange 
and to re-arrange the setting; but when we get the conditions right, the 
child will discover for himself the inevitable conclusion. The teacher 
and the children work and think together. 

5. The development and solution of the historical problem should 
precede the child's reading of assigned references or selections. If the 
readings are given first the problem is destroyed and in its place appears 
a mere statement of fact. The child ceases to live the problem and the 
history material becomes a mere matter of memorization and the child's 
interest and attention is lost. The teacher that makes this mistake has 
failed to grasp the first elemenl cf correct method. 

6. Children should be encouraged to concrete in some form the 
typical and interesting materials of each epoch of progress. This in it- 
self will do much to vitalize the work and to fix the people and their 
work in the child's mind. The work of the history course is not done, 
nor is its spirit carried out, unless the child is given this opportunity to 
concrete his ideas. Not only individual work, but a really wonderful 
community work, can be accomplished through this means. Every 
epoch will furnish abundant problems in expression and problems that 
can be concreted in a variety of mediums. 

Sometimes it is a good thing for a room or a school to choose some 
particular epoch or topic to concrete in a more complete manner. In 
this case the manual expression of the topic chosen may carry over the 



SIOUX CITY PUBLIC SCHOOLS 143 

time used in the mental solution of several epochs or topics. If the 
topic is well chosen, this more complete expression is well worthy the 
time and the attention that it demands. The satisfaction of a complete 
analysis through the hand is of great benefit to the child. 

In all our expression work remember the key thought, "Not perfect 
work, but perfect child work'' Work which proves the thought solution 
of the epoch problem, well done from the child standpoint, is the real 
test. 

General Results to Be Sought in the Sixth Year Work. 

1. A review of the conditions of life in England and Europe dur- 
ing the Middle Ages and of the ideals of the Germanic peoples. How 
these conditions and ideals resulted in the Crusades, the love of travel 
and the spread of a more general world knowledge. 

2. A review of the development of trade and trade routes from 
their early primitive beginnings; of the establishment of the beginnings 
of commerce in and about the Mediterranean; of the resulting general 
movement which led to the discovery and exploration of the new contin- 
ent. 

3. A review of the development of the ideas of personal liberty; 
of its surrender in the establishment ot the feudal system; of the struggle 
for its recovery; of the. movements that led to the early settlement of the 
new continent. 

4. A brief survey of the motives that led to each of the coast set- 
tlements; of their location and boundaries; of the struggles and prob- 
lems each had to solve. 

5. A more detailed study of the French movement; of its motive; 
of the discovery and exploration of the St. Lawrence and the Great Lakes; 
of the movements and settlements throughout the Mississippi valley; of 
Iowa and the Northwest. 

6. The final setting for the Seventh Grade problem. The English 
coast colonies and their westward movement. The French interior col- 
onies. The inevitable result. 

7. Unrelated. A study of the government and work of the city 
and of the school district. 



THE JUNIOR SEMESTER 

I. Fifth Year Review. — Four weeks' work. 

The teacher should pause for a brief yet thorough review of the top- 
ics of the Fifth Year work. An effort should be made in this review 
to classify the results of the year's study as well as to review the 
chief factors. 

A. A Study of the Migrations of the Aryans. Their Movements 
Throughout Europe and Asia. 



144 PROGRESS 

1. The initiative and general direction of their movements. 

a. Original location of the primitive Aryan. 

b. Two lines of migration, and results of each. 

2. Their development into nationalities. 

3. A study of their conquests, from Cyrus to King Alfred. 

a. Without their own relationship or race. 

1. Persia (Babylon), Egypt, Phoenicia, Hebrews. 

2. Reasons and results of these conquests. 
h. Within their own relationship or race. 

1. Greece,, Rome, the Germanic peoples. 

2. Reasons and results of inter-race conquests. 

4. A study of the place in history and of the contribution to > 

the world's progress made by each of the above peoples. 

B. A Review of the Development of Trade and Trade Routes. (Be- 
sides the Fifth Grade outline and notes the teacher is referred I 
to the first chapters of Day's History of Commerce for a brief 
discussion of this topic.) 

1. Early commerce of Babylon; Egypt and the Hebrews. 

a. Joseph was sold as a slave to such a caravan. Read 
the Bibical account. 

2. Phoenicia and its commerce. 

a. By land. 

1.- A study of the Phoenician caravan. Where they 
went. What they bought. What they gave in ex- 
change. 
2. Exchanges between caravans. 

h. By sea. 

1. Description of their vessels and how they were 
propelled. (See description in Ben Hur.) 

2. Where they sent their fleets. What they bought 
and what they gave in exchange. 

3. Relation of caravans to fleets. 

c. Colonization — How the Phoenicians increased their 
commercial power thereby. 

d. Educational an.d cultural value of Phoenician com- 
merce. 

3. Greece and the Grecian colonies. Their contributions 

lo the trade of the world. 

4. A general study of the commerce of Rome. 

a. How a city not essentially commercial was instrumen- 
tal in establishing a great Mediterranean trade. 



SIOUX CITY PUBLIC SCHOOLS 145 

/>. A review of Roman road building. 

1. For what purpose were these roads built? 

c. General idea of the scope of trade and travel during 
Roman supremacy. 

d. Trade and travel as a fector in the establishment of 
the coherent empire. 

1. War with Carthage. Reason. 

2. Effect of tlie Germanic invasion upon trade and 
travel. Reason. Why the seas became highways 
for robbers. 

3. Feudalism and the "Dark Ages." Why? 

5. A general review of the Crusades and the revival of com- 
merce. 

a. Pilgrim ages, the Crusades and their causes. 

Make a review of various crusades and be able to give 
the leading facts and results of each. 

Who was Chaucer? Be able to tell something of his 
work. 

b. A review of the problem of Mohammedism. 

Who was Mohammed? 
The conquests of Mohammed. 
Charles Martel and his work. 
Clovis and his work. 

c. A review of the Free Cities? 

What were free cities? Be able to tell something of 
their development and government. 
Name four. 

C. A review of a few great battles and why we remember them. 

D. A review of a very few great dates and why we remember them. 

E. A review of a few great men and why we remember them. 

F. A review of a few great cities and why w^e remember them. 

G. A review of fifteen things that were added to our inheritance 
and that are of great worth to us. 

H. A study of the geography covered by this review. 

I. Let us recall and re-think the following points: 

1. We have studied the castle audits life, the monastery and 
its life, the village and the life of the peasants. The 
castle, the monastery and the village stood for the three 
forms of social life. We must understand these in order 
to understand how the knights and squires and priest- 
hood were supported. 



146 PROGRESS 

a. The serfs or peasants, known as "villains," because 
they lived in villages, bore the burden of supporting the 
other classes. Let us remember how the lands surround- 
ing the village were divided into fields, meadows, pas- 
tures, wastes and forests. 

1. What did the serf give in return for land and 
protection? 

a. Note two things: 

Payments — Grain, pigs, wool, etc. 
Service — The cultivation of the lord's do- 
main. 

The building of the lord's castle, etc. 
Fighting of the lord's battles. 
Countless other services. 
h. It was the service to the lord that became 
harder and harder year by year and finally 
brought about a revolution. 

2. Note the giving of the tenth of everything, eggs, 
lambs, grain, etc., as a tithe to the church. 

h. The monks not only represented the church and re- 
ligious life of the Middle Ages, but they were the edu- 
cated class and did the work of the school and college. 

1. Some of the great services which the monks 
rendered to the people? 

2. How the monastery often became an instrument 
of oppression. (Selections. from Ivanhoc.) 

3. Plan of a monastery and typical monastic life. 

a. The monastic vows. 

h. Dress. 

c. The monastery. 

d. Illuminated books. 

c. The knights or lords and the castle life reviewed. 

1. How a boy became a knight. 

2. The tendency of the lord or knight to demand 
more and more of the serf. 

.3. Remember that the knights sustained the same 
relationship of vassalage to their king that the serfs 
sustained toward the knights. 

2. A review of how all this burden upon the serf and vassal 
finally brought the demand for limitations upon service 
that might be demanded by the king. 

a. A picture of the barons and people marching to Lon- 
don to demand the Great Charter. 

b. The victory at Runnymede. 

c. A date to remember — June 15, 12LS. 



SIOUX CITY PUBLIC SCHOOLS 147 

d. Three principles of liberty granted. 

1. No tax shall be levied upon any English subject 
without his consent. 

2. No one shall be imprisoned without cause being 
shown. 

3. When one is accused he shall have right of trial 
by jury. 

Are these three principles of law observed by our own 
government today? 

a. Show how, 

b. Give examples ot" I hem. 

The good results of feudalism. 

a. The protection to society in the early days of its insti- 
tution. 

b. Sense of honor and exalted consideration of women. 

c. The good of chivalry. The flower of feudahsm. 

In what countries would you expect to find traces of feud- 
alism today. 

a. In what form would you look for these traces? 

b. Can you find pictures and other things to bring to 
class, as illustrations of old feudal ideas? 



II. A Period of Discovery. — Six weeks' work. 

The period centering about 1500 was remarkable for its many changes 
in the ideas and general knowledge of the peoples of Europe. It 
was a period of crystalization of the many things that had been 
more or less in the minds of the thinking peoples for many years. 
Let us see how these discoveries came about. 

A. As Results of Adventure. A few great discoveries came through 
adventure. We will make a study of two. 

1. Adventures of the Northmen. 

a. Recall King Alfred and part he played in the found- 
ing ol England. 

1. The Danes. Who they were, where they lived, 
nature of life, etc. 

2. Some interesting Viking stories. 

3. Danes, Northmen, Normans, Vikings were all 
names applied to the same people under different con- 
ditions. What was the significance of each name? 



148 PROGRESS 



4. Viking raids upon England. The following is a 
Viking saga celebrating a London raid: 

"London bridge is broken down, 

Gold is won and high renown, 

Shields resounding, 

War horns sounding, 

Hildur shouting in the din; 

Arrows singing, 

Mailcoats ringing, 

Odin makes our Olaf win." 

Do you find in this saga a basis for one of our com- 
mon plays? This shows us how events of a thou- 
sand years ago may still influence us unconsciously. 

/>. The occupation by the Northmen (Normans) of Nor- 
mandy. A review of the work of William the Conqueror, 
as one of their descendents. 

c. A study of how the Northmen became discoverers. 
L The discovery and settlement of Iceland. 
a. Something of life in Iceland. 
h. Home life and education. How they re- 
membered the brave deeds of their fathers. 
c. "A skald." His work and the welcome ex- 
tended him by the Vikings. 
A winter evening in a Viking's home. Their 
sagas. A study of one. 

2. Discovery of Greenland by Eric 1 he Red, about 
985. 

3. Discovery of Vinland about 1000 by Lief the 
Lucky. 

a. His voyage as missionary to his father Eric. 
How he reached Vinland. 

h. Why called Vinland, (Wine-land)? What 
is it now called? 

c. Their encounters with the Indians (Skrael- 
ings). 

d. Several attempts to settle Vinland and why 
it was given up. 

Was gunpowder invented at this time? 
Was the compass known. 
How would these things have helped main- 
tain the Vinland settlements? 
Remember the date, 1000, 453 years before 
the fall of Constantinople. Since there was no 
printing at this time, the people of Europe did 
not know of these discoveries, and even among 
Northmen they were largely forgotten. 



SIOUX CITY PUBLIC SCHOOLS 149 

h. Why do we call these discoveries "adven- 
ture discoveries?' 

d. Geography. Trace all the movements studied in con- 
nection with the Northmen very carefully upon the map 
and be able to locate each place with its historical inter- 
est. 

2. Journeys of Marco Polo. 

a. The two Polo brothers. 

1. A study of their business journey up past the 
Black Sea. 

a. How the spirit of adventure and travel takes 
them to the court of the Khan of China in East- 
ern Asia. 

b. His reception and expressed desire for mis- 
sionaries to work with his people. 

c. The return of the Polo brothers to Vienna 
for missionaries. 

2. A study of their second journey to the Mongol 
court, in 1271. 

a. Marco, a seventeen-year-old lad, accompan- 
ies his father. 

b. Their life in China (Cathay). 

A study of their 
Language. 
Dress. 

Travels through China. 
Travels to Japan or Cipango. 
Travels to Java, Sumatra, and the Spice Is- 
lands. 

c. Their return to Venice after 21 years in 
Cathay. 

Journey by boat from China to Persia with 
the daughter of the Khan. Her marriage. 

d. Their reception in Venice. 

e. How Marco's story got into print. 

3. Marco Polo's story. (Quotations.) 

A few years later when Marco Polo was engaged in fighting for the 
Venetian republic against Genoa, he was taken captive and imprisoned 
in the latter city. Here he became acquainted with another Italian pris- 
oner, who was so deeply interested in all that the Venetian had to tell of 
the wonders of his travels in the East that he begged to be allowed to 
write them down for him. 



150 PROGRESS 

It is after this fashion that tliis account of Marco Polo's travels he- 
gins: 

"Great Princes, Emperors and Kings, Dukes and Marquises, Counts, 
Knights and Burgesses, aud people of all degrees who desire to get 
knowledge of the various races of mankind and of the diversities of the 
sundry regions of the world, take this book and cause it to be read 
to you. For ye shall find therein all kinds of wonderful things, accord- 
ing to the descriptions of Messer Marco Polo, a wise and noble citizen 
of Venice. For let me tell you that since our Lord God did mold with 
his hands our first father, Adam, even until this day, never hath there 
been Christian, or pagan, or Tartar or Indian, or any man of any nation, 
who in his own person hath so much knowledge and experience of the 
divers parts of the world as hath had this Messer Marco." 

Following this prologue is a long account of the great Khan and his 
vast empire. The number of flourishing cities and towns in Cathay, the 
excellence of the roads, the good government prevailing everywhere, the 
same splendor of the Khan's parks and palaces, as well as his stores of 
gold and precious stones, are all described by the young Venetian. He 
tells, too, of the great rivers of China and of the commerce carried on up- 
on them. Of the Yangtse he wrote: 'Tt is the greatest river in the world, 
like an arm of the sea, flowing more than a hundred day's journey from 
its source into the ocean. It flows through sixteen provinces, past the 
cjuays of two hundred cities, at one of which I saw at one time five 
thousand vessels, and there are other marts that have more." 

After Marco Polo has finished his description of the kingdom of 
Cathay with its sixty provinces, he goes on to tell of Japan and 
India and the islands of the Indian archipelago, and of Java and Ceylon. 
Of Japan, called in those davs Cipango, he wrote: "A very great island it is. 
Its people are white, civilized, and well favored. And I can tell you the 
quantity of gold they have is endless; for they find it in their own islands. 
Few merchants visit the country because it is so far from the mainland, 
and thus it comes to pass that their gold is abundant beyond all meas- 
ure. I can tell you a wonderful thing about the palace of 
the lord of the island. You must know that he hath a great palace which 
is entirely roofed with fine gold, just as our churches are roofed with 
lead, insomuch that it would be scarcely possible to estimate its value. 
Moreover, all the pavement of the palace and the floors of its apartments 
are entirely of gold, in plates like slabs of stone and good two fingers 
thick, and the windows also are of gold, so that altogether the rich- 
ness of this palace is past all bounds and all belief. They also have 
pearls in abundance, which are of rose color, fine, big, and round, and 
they have quantities of other precious stones also." 

The island of Java, he says, is one of surpassing wealth, and pro- 
duces black pepper, nutmeg;s, cloves, spikenard, and all other kinds of 
spices. India and the island of Ceylon, too, are described as abounding 
in pearls and rubies and other precious jewels, and in all kinds of spices. 

It is easy to see how Marco Polo's book of travels must have 
interested everybody who read it. Especially did his description of the 
the Spice Islands and of the wonderful wealth of Japan arouse enthusi- 
asm for discovering a shorter and easier way to these marvelous coun- 



SIOUX CITY PUBLIC SCHOOLS 151 

tries than had yet been found. Columbus is said to have gained from 
it his ideas of the treasures of Japan and the empire of the great Khan, 
and he always believed that both Japan and Cathay lay very near to the 
island that he himself discovered. 

4. Why do we class this as a "discovery through 
adventure?" 

5. Remember the date, 1271. How long before the 
capture of Constantinople? 

6. Effect of Polo's stories upon eastern commerce 
and the growing desire for better trade routes. 

7. Columbus owned a copy of Marco Polo's book. 
It is still preserved. Where? Upon its margins 
Columbus wrote his own opinions about geography. 
Was Marco's work of more importance than that of 
the Northmen? Give your reasons. 

b. Geography: 

1. Trace all the Polo movements carefully upon the 
map and be able to connect each place with its his- 
torical interest. 

2. Make a map of the known world of this period. 

B. As Results of Purposeful Effort. The great discoveries of this 
period were not accidental or the result of mere adventure. 
They were planned with a definite purpose. 

1. Some Portuguese Voyages. 

Marco Polo's voyages were of great interest. Later many other 
travelers returned with similar tales. "Soon, however all chance to go to 
China by land was lost, because the Mongol emperors were driven out 
of China," by a new faction unfriendly to Europeans. The ordinary 
caravan routes to the East were also closed not long afterwards. We 
learned how the northern route was cut off in 1453. Fifty years later 
the southern route which had long been dangerous, was completely 
closed by the Turks. "Necessity is the mother of invention," it is said. 
Let us see if this principle is true in history. Through the work of 
Marco Polo "Europe had become conscious that Asia was bounded by a 
sea on the east." Could it be reached by sailing down and around Africa. 
To find out was the purpose of Prince Henry. 

a. Henry the Navigator. 

1. Review the driving of the Moors out of Portugal. 

2. Make a study of the attack upon the Moors in 
Africa. 

3. Learn how Henry, through such an expedition to 
Africa, became interested in exploring the African 
coast line. 



152 1 PROGRESS 

4. Read about the establishment of his home in 
southern Portugal for purposes of geographic study 
and exploration. How he surrounded himself with 
noted geographers. Their geographical beliefs. 

a. The discovery of Cape Verde. 

b. The eastern turn in the coast line and the 
discovery of the Gulf of Guinea. Why the 
southern turn in coast line caused disappoint- 
ment? 

c. The discovery of Cape Good Hope by 
Bartholomew Diaz in 1485. His name for the 
cape? His reason for this name? By whom 
was this name changed to Good Hope, and why? 
What did this discovery mean to the world? 

d. How was Diaz received upon his return? 
h. Vasco DeGama. 

1. His authority from the Portugese king. 

2. His trip to Calicut in 1498. 

3. His return cargo. What did it prove? 

4. A study of how trade between Lisbon and India 
was established by ocean route. 

5. What did this mean for the world? Why can 
we now say Europe faces westward? Where had it 
faced before this? What did it mean for Mediter- 
ranean cities? 

c. Some ideas that were set aright by these discoveries. 

1. That the ocean did not boil under the equator, 
or that seamen were not scorched or their ships 
burned. 

2. That there was no "sea of darkness." 

3. Two theories of the world. Which did DeGama 
prove right? 

a. That the lands were great islands in a world 

of water. 

h. That the oceans were great lakes in a world 

of land. 

Give the reasons for your answer. 

d. Why are these discoveries classified as "purposeful 
effort?" 

e. Geography: Make a map of DeGama's work and be 
able to explain each point of historical interest. 

2. The Great Discovery. 

Vasco DeGama did a great thing for the commerce of 
Europe. He had found a waterway to the riches of the 
east. Six years before, however, there was made a greater 



SIOUX CITY PUBLIC SCHOOLS 153 

discovery — the discovery of a new world. Let us see how 
it happened. 

a. Let us keep in mind four things that were influencing 
the thinking people of the times. 

L Growth in geographical knowledge. 

2. Effect of the Marco Polo reports. 

3. Need of a sea route to Asia. Two plans for reach- 
ing Asia were in the minds of the thinking people. 

a. To sail around Africa. We have seen how 
this was accomplished. 

b. To reach Asia by sailing directly westward. 

4. How to make navigation less dangerous. 

a. Fancied dangers already discussed. 
h. Real dangers. Small ships. Little knowl 
edge either of ocean navigation or of the use of 
the compass. Did it take really brave men to 
make ocean ventures? 

h. The western route theory. 

1. If Asia could be reached by sailing westward, 
what must have been the idea of the earth's shape? 
(Globe.) 

a. Aristotle's belief: "It does not seem ab- 
surd to me to think that the regions about the 
Pillars of Hercules are connected by the sea with 
India." 

Who was Aristotle? 

When and where did he live? 

What great man did he teach? 

b. Ptolemy and his teaching. 
Who was Ptolemy? 

When and where did he live? 

c. Toscanelli and his chart of the Atlantic ocean. 
Find a picture of this chart. What was Toscan- 
elli's great mistake? Toscanelli sent a letter to 
Columbus containing the following sentence: 

"Do not wonder that I call West the lands 
where the spices are; for if a person should sail 
continually westward, he would come to those 
parts of the earth where those lands lie." 

2. What mistake was made in the estimate of the size 
of the world? Of the width of the Atlantic ocean? Was 
this fortunate or unfortunate? 

c. Christopher Columbus and the great discovery of 
1492. 

1. His early life. ' ^' . *' 

2. His attempt to get aid in Portugal. 



154 PROGRESS 

3. In Spain. 

4. In England and France. 

5. Agreement between Columbus and Queen Isa- 
bella. 

a. Its provisions for remuneration to eacb. 
h. The expenses borne in what way? 
c. Columbus's equipment of vessels and sail- 
ors. 

6. The voyage. 

7. The discovery. 

8. Columbus' return. 

9. His reception. 
10. Quotations: 

We know very little about the early life of Columbus. We are not 
even certain when or where he was born. But from all that can 
be learned it seems most probable that he was born in the town of 
Genoa about the year 1445. In a letter to the king and queen of Spain 
he says that he went to sea when he was only fourteen, and that from 
that time on he continued to live a sea-faring life. When he was not at 
sea he was busy making maps and globes. 

He loved to talk with mariners of every nation — Spanish, English, 
Portuguese, and the rest — about their voyages; and what they 
told him, and what he read, made him believe that the earth must 
be round and that he could, therefore, reach Japan and the Indies 
by sailing west as well as by sailing east. 

Burning with enthusiasm for this great project, he endeavored to 
enlist the interest of the king of Portugal in it, for the Portuguese were 
great explorers in those days. But they were so occupied with expe- 
ditions along the coast of Africa that they could spare neither men nor 
money for a venture so uncertain and visionary as that of Columbus 
seemed. After many anxious years spent in endeavoring to win over 
the king of Portugal, he went into Spain to try his fortune with Ferdi- 
nand and Isabella, the monarchs of that country. 

According to a description given of Columbus at this time, he must 
have been a very striking figure. He was tall, with a powerful frame and 
dignified presence. His complexion was fair with a ruddy tinge, his 
eyes a bright blue, and his hair thick and wavy and already turning gray. 
His manners were courieous and gentle and his conversation delightful. 

He had little success at his first meeting with the king and queen 
of Spain in persuading them that the earth was a sphere and that there 
could be no doubt of reaching India by sailing west. Many people even 
thought him a little crazy from long brooding over the matter. One 
of the learned men of Spain who heard him talk, said that if the earth 
was really round, they would have to sail up a kind of mountain from 
Spain. This you could not do, he said, even with the fairest wind, and 
you could never get back. 

For eight years Columbus talked and planned and waited and hoped, 
trying all the time to convince the Spanish court of the truth of his be- 



SIOUX CITY PUBLIC SCHOOLS 155 

lief. At last, although the king was not convinced, Queen Isabella was, 
and so thoroughly that she vowed she would sell her own jewels to help 
Columbus get money and ships for the voyage, if it could not be done 
in any other way. But it was no easy matter, even after ships had been 
secured, to find sailors who were willing to undertake a voyage on the 
great "sea of darkness," as the Atlantic ocean was then called — a sea that, 
so far as any one knew, no man had ever crossed. 

On the third of August, 1492, however, Columbus finally set sail. 
He made his way first over the well-known route to the Canary Islands, 
but from there sailed out into the unknown seas. For a month the lit- 
tle vessels struggled through the ocean waves. The anxious, frightened 
sailors often became discouraged and mutinous and once threatened to cast 
Columbus into the sea and return to Spain; but he always succeeded in 
subduing them, and persisted on his voyage, until at last, on the twelfth 
of October, in the same year, he sighted the longed-for land. With 
thanksgiving and rejoicing he went ashore and took possession of it in 
the name of Spain, and supposing that it and the other green and flow- 
ery islands he discovered were a part of India, he called the natives 
whom he found there Indians. We suspect the island on which he first 
landed to have been San Salvador, one of the Bahama Islands, south- 
east of the United States. Later he discovered the islands of Cuba and 
Haiti. 

On his return from this voyage Columbus was received by Ferdi- 
nand and Isabella with the greatest interest and favor, and all that he 
had to tell was eagerly listened to. Every one was impatient to hear 
and see the great explorer and much was done in his honor. Plans 
were immediately made for another expedition. There was no trouble 
in raising funds and securing sailors this time, for every one was anxious 
to participate in an adventure that they thought would bring them untold 
riches. 

11. His later voyages and results. 

12. His disappointment and death. 

3. The successors of Columbus. 

a. A brief study of Amerigo Vespucci and how America 
received its name. 

h. The voyages of John Cabot. 

1. Discovery of North America and Newfoundland, 
1497. 

2. Why the English were not specially interested. 

3. Second voyage. 

4. Basis for English claims to the new country. 

5. Trace these voyages upon the map and be able 
to follow them throughout his life work. 

c. A study of the work of Balboa. 

1. His nationality and early life. 

2. His life in Haiti and Panama and the manner in 
which he learned of "a great sea just across the moun- 
tains." 



156 PROGRESS 

3. The discovery of the Pacific ocean. 'The South 
Sea." 

a. Balhoa's claim for his king. Its meaning. 

b. Date, 1513. 

4. Draw a map of Balboa's route from Spain to 
Haiti; to Panama and across the mountains. 

d. A study of the wonderful trip of Magellan, and how 
he proved a certain theory — 1519. 

1. What hopes would the discovery of the Chesa- 
peake Bay, the Potomac river, the St Lawerence 
river, and the various arms of the Arctic, etc., bring to 
searching explorers after Balboa's discovery? 

2. Who was Magellan? 

Nationalty, equipment for his vovage, etc. 

a. His voyage and the exploration of the South 
American coast. 

b. Discovery of the strait which bears his name. 

c. Troubles in the strait. 

d. Discovery of the Pacific ocean, and why so 
named. 

e. History of his voyage to the Philippines. 
Account of his death. 

f. Continuation of the voyage and the arrival 
at Spice Islands. Locate. 

g. Continuation of the voyage around Cape Good 
Hope and "home." 

h. What two things had Magellan proven? 
i. Was the western route as practical as the 
route around Cape Good Hope? 
j. Compare this voyage with that of DeGama. 
k. Trace on your map the route of the com- 
plete voyage. 

/. The story of Cartier in the St Lawrence. 
Nationality. Claims of that nationality. Car- 
tier's hopes. The St Lawrence as a route to 
the center of the continent. His failure at a 
permanent settlement. 

C. Geography: 

1. Draw a map of the known world and locate upon il every 

city of real historical importance that you have studied 
during the semester. 

2. Locate upon this map the old eastern trade routes and 

show cities and people affected by them. 

3. Show clearly upon the map the route and work of each 

discoverer we have studied. 



SIOUX CITY PUBLIC SCHOOLS 157 

III. The Beginnings of Conquest. (Two weeks.) 

A. Conquest Follows Discovery. Why? 

1. A study of Mexico and South America. 

a. The Spanish ideas of Mexico and something of the 
stories or rumors from which they gained these ideas. 

b. The Aztecs. A study of their civilization and customs. 

1. Something of the remains of the old ruins of 
their civilization. 

2. How they differed from the Indians of North 
America. 

3. Likenesses to some of the old eastern civiliza- 
tion. 

c. The conquest of Mexico and the story of Cortez and 
Montezuma. 

d. Something of Pizarro and the Incas. The con- 
quest of Peru. 

e. The search for gold and silver. 

/. The introduction of slavery by the Spanish. Rea- 
son. 

1. The enslaved Indian and effect upon him. 
Prohibited by Spain. 

2. Introduction of slaves from Africa. Effect. 
g. The Spanish missions. Pictures from California. 

2. A study of the Spanish in North America. 

a. A study of Ponce de Leon; his efforts and discoveries 
in Florida. 

h. De Soto and his work for the Spanish cause. 

1. His discovery of the Mississippi river. 

2. His treatment of the Indians. 

3. His death and burial. 

c. The story of Corondo. 

d. The claims of the Spanish in North America. 

e. A study of the early Spanish colonies in North Amer- 
ica. The oldest settlements of the present United States 
and something of their early life. 

B. The pupil should be able to chart all Spanish discoveries and 
conquests and show just what claims the Spaniards could lay 
to territory in the New World. 

C. Some Things to Do. 

1. Make a complete map of the discoveries of the 1500 period. 

2. Color the regions that different nations had a right to claim. 



158 PROGRESS 

3. Choose some one or two specially interesting events and 

express your idea of it or them, either in charcoal, pencil 
or water color. 

4. Build a ship typical of Columbus' voyage or that of some 

other explorer in whom you are specially interested. 

.5. Make a sandpan scene of Balboa's discovery. 

D. Some Things to Think About. 

1. Events that led to these discoveries. 

2. Show that if Columbus had not discovered the New World 

that some one would have done so within a short time. 

3. Decide for yourself what was the greatest discovery of the 

1500 period. Be prepared to defend your opinion. 

E. Some Good Books. 
"Discovery of America," Fiske. 
"Christopher Columbus," Winsor. 

'Source Readers," Vol. I, Hart. 

"Explorers and Founders of America," Foot and Skinner. 
"The Conquest of Mexico," Prescott. 
"History of the United States," Bancroft. 

IV. The First Settlements in the New World. — Three weeks. 

A. The Rival Claims in the New World. Review of the Historical 
Situation. 

1. The Spanish. 

a. Their claims. Where situated? 

b. Upon what were these claims based? 

c. The localization upon the pupils' growing maps. 

2. The French. 

a. Show upon your maps the claims of the French as 
you understand them. 

h. Upon what were these claims based? 

c. Compare the extent of their territory with that 
claimed by the Spaniards. 

3. The English. 

a. Locate and give reasons for the English claims. 

h. Compare them with those of the Spanish and French. 

c. Do you discover any possible reason for future dis- 
pute? 



SIOUX CITY PUBLIC SCHOOLS 159 

d. Color your maps to show clearly the claims of each 
country. 

B. Some Troubles in Europe Among These Rival Nations. 

Teachers will not try to go too much into detail in the de- 
velopment of this topic. It is enough that the pupils under- 
stand the movement in a large way and know that the jealousies 
and dissensions in Europe must be reflected in the New World. 

1. Why the Spanish could make a journey to the New World 

easier and quicker than the more northern nations. Their 
route. The effect of the trade winds and ocean currents. 

a. Would this enable them to take advantage of the other 
nations, and thus tend to give them more territory and 
quicker settlement? 

h. How the Spanish might have pressed their settlement 
of the New World almost to the exclusion of the other 
countries if they had not been drawn into the general 
European quarrel. 

1. Something of the wars between King Charles and 
King Frances. Do not go into detail but arrive at 
their effect. 

2. The story of Bayard. 

2. Religion becomes a source of dissension. 

a. Without comment upon the rights and wrongs of 
either party develop the story of the rise oi Protestantism. 
The general idea of Reformation. 

1. How England becomes proteslant. 

2. Something concerning the followers of Martin 
Luther in Germany. 

3. The followers of John Calvin in France and in 
the Netherlands. 

4. The growing dislike of England and Spain for each 
other. 

5. The dissensions among sects, even within each 
country. 

6. The need of a "home refuge" for the persecuted ' 
of each party. The need for religious liberty. 

7. Coligny's attempt at establishing a colony for 
Huguenots — French protestants. Why a failure. 

3. The war between England and Spain. 

a. The story of Sir Philip Sidney. 

h. The story of the ruin of the great Spanish armada. 

c. The effect of this war. Effect upon the New World. 



160 PROGRESS 

C. English Voyages Westwarcl. 

1. Story of Gilbert. 

2. The story of Raleigh's first colony. Locate it npon vour 

map. 

3. Raleigh's second attempt. Why he failed. What he really 

accomplished. Map. 

a. Who Raleigh was. 

h. Some of the interesting things about his life. 

D. The First English Settlement. 

1. The London Company. . 

a. What the company really was. Why a "company" was 

necessary. 

h. Why would men buy shares in such a "company?" 

c. Find out how emigrants arranged with such a com- 
pany to go to the new colonies. 

d. What were these emigrants obliged to bring with them? 

2. The London Company's settlement of Jamestown. 

a. The first settlers. 

h. The voyage and its hardships. 

c. Settlement at Jamestown. Date. (Important.) 

d. Why called Jamestown. 

e. The story of John Smith. 

/. The story of the pioneer life of the settlers. Their 
relations with the Indians. Their hardships. 

g. The first negro slaves. Indentured servants. 

h. 1619 — The first assembly of Representatives. 

i. The story of how the colony was governed. 

E. The First Exiles for Conscience Sake. The Pilgrims. 

1. Who the Pilgrims were. Note that they dissented from 

the English church. 

2. Why they left their English home for Holland. 

3. Why they left Holland for the N(nv World. 

4. The story of their voyage. 

5. The earlv years of their colony. 

6. Relations with the Indians — Miles Standish and Massasoit. 

7. The story of their daily life. 

a. The l)oys and girls. 



I 



SIOUX CITY PUBLIC SCHOOLS 161 

h. Their work. 

c. Their play. 

d. Tlieir schools. 

e. Their homes. 

/. Clothing, food, shelter, etc. 

8. What is the date of the Plymouth colony? (Important.) 

9. Dramatize a day's work at Plymouth for a family. 

10. What about the Sabbath at Plymouth? At Jamestown? 

F. Some Things to Do. 

1. Draw a map of the world and carefully localize — 

a. The known world at this point of historical knowledge. 
h. All the voyages of discovery. 

c. The European nations in existence at that time. 

d. Color upon your map those nations particularly inter- 
ested in the development of the New World. 

e. Show all portions of the New World that have been ex- 
plored and indicate by whom they were explored. 

/. In the same way indicate newly explored waters. 

g. Locate the early settlements made and attempted and 
show by whom made. 

h. What were some of the early mistakes made by ex- 
plorers. 

i. Show all European claims and indicate the foundation 
for each claim. 

y. Show how the English claims are "hemmed in." 

2. Let some of the girls work out the costume and dress dolls 

representing Miles Standish, John Alden and Priscilla. 

3. Let some of the boys build a model of the Mayflower or of 

a settler's cabin, an early mill, church or stockade. 

G. Some Good Books. 

"The Expansion of the American People," Sparks. 

"The Source Books," Hart. 

"History for Graded Schools, Kemp. 

"Short History of the English people," Green. 

"Old Virginia and Her Neighbors," Fiske. 

"England's Story," Tappan. 

"The Story of the English," Guerber. 

"The Making of New England," Drake. 

"Everyday Life in the Colonies," Stone and Fickett. 



162 PROGRESS 

V. The French Movement and the Northwest. — Nine weeks. 

Note: The nine weeks devoted to the French movement and the slndy 
of the Northwest necessarily carries over into the second semester. 
About three weeks of this work should be accomplished during the 
last half of the junior semester and six weeks should be given to the 
study in the senior semester. 

The following outline follows to a great extent the subject as it is 
developed in "Baldwin's Discovery of the Old Northwest." After 
the development of each sub-topic have the same material read by 
the pupils from their text, but do not let them read it until after 
its development. 

A. How the Great Lakes Were Discovered. 

1. The pupils should follow the geography of this study with wall 

maps and special l)oard maps. It is recommended that 
some place upon the blackboard be reserved for this work 
and each day's progress in discovery be outlined thereon. 
Lead the pupils to re-live all the experiences of these French 
explorers. Dramatize scenes and work out in handwork of 
some sort those interesting topics possible to the child. 
Keep up the sandpan work, both from the physical and 
geographical side and from the standpoint of objectifying 
important events. 

2. The story of Jacques Cartier. His discovery of the gulf 

and river St. Lawrence. By whom sent and why? 

a. Description of the first voyage down the St. Lawrence. 

h. The Island of Montreal. The Ottawa river. Locate. 
The town of Hochelaga. Its description. 

1. Let some boy or group of boys work out the 
town in the sandpan. The making of the long house 
would be a good problem. 

2. Mount Royal. What Cartier had hoped to see 
from its summit. How Montreal received its name. 
Is Montreal located today upon an island? 

3. Why did Cartier turn back? What had he really 
done for France? Date. 

3. The story of Samuel de Champlain. Champlain's jfurpose 

in making the voyage. 

u. How long since the voyage of Cartier? 

h. What had occurred on the Island of Montreal? 

c. The map drawn on the deck of Champlain's boat. 

What would this map lead Champlain to believe? 

d. Champlain's return to France for aid for further ex- 

plorations. 



STOIJX CITY PUBLIC SCHOOLS 163 

e. His second voyage. 

1. The fort and trading post established. Where? 

2. The Iroquois and Hurons. 

Location of each tribe. 

Something of the importance of each, especially 

of the Five Nations. 

/. The discovery of Lake Champlain. How it hap- 
pened. Its location. 

g. Cham plain's great mistake. 

1. What would lead him naturally to choose an al- 
liance with the Hurons rather than the Iroquois. 

2. Show how Champlain's great mistake was prob- 
ably of immense worth to the English? 

3. Note how a handful of white men in an Indian 
battle on the banks of Lake Champlain created a 
prejudice that influenced history for many years to 
come. 

h. The hoax of Nicholas Vignau and how Champlain 
came to ascend the Ottawa river. Locate. 

4. The discovery of Lake Huron. The first of the Great 
Lakes. 

a. The Recollet monks and their work. 

h. Joseph LeCaron and his assignment. 

1. His dress and appearance. 

2. Follow on the maps LeCaron's trip with the Hur" 
ons from Montreal to the field of his mission work 
on the shores of Lake Huron. The glory of the dis- 
covery of the first of the Great Lakes belongs to Jo- 
seph LeCaron. 

c. Be able to explain why the first lake discovered was 
not Lake Ontario. Work out in the sandpan the route of 
this first Great Lake discovery. 

.5. The discovery of Lake Ontario, the second of the Great 
Lakes. 

a. Why did not Champlain push on up the St. Lawrence 
river? Would we not expect the Lake to be discovered 
in this way? 

h. The reason why Champlain within ten days after 
Father LeCaron left Montreal followed in his wake to the 
shores of Lake Huron. Trace this trip carefully upon 
your maps, naming each place of importance which they 
passed. 

c. Describe the first Christian religious service in the 
country of the Great Lakes. 



161. PROGRESS 

d. The tri]) ol Etienne Brule witli a party of twelve In- 
dians to the country of the Andastes. Follow him from the 
home of the Hurons down through Lake Simcoe, throuo;h 
the chain of little lakes to the Trent river and then out 
upon Lake Ontario. To this young French scout be- 
longs ihe honor of the discovery of the second Great Lake. 
I'he raid upon the Iroquois was not a success; Champlain 
was badly wounded; but a great discovery had been made. 

6. The discovery of the third of the Great Lakes, Lake 

Michigan. 

a. The story of Jean Nicollet and why he came to Que- 
bec from his Normandy home. 

L How Nicollet made himself familiar with the 
country of the Hurons and explored all the territory 
between Montreal and Lake Huron. 

2. Nicollet's meeting with Brule. The information 
he obtained. Brule's death. 

3. How Nicollet obtained the appointment from 
Gov. Champlain to follow up his information in hopes 
of making the discovery of a passage to the western 
ocean. 

4. Follow Nicollet's journey from Three Rivers back 
to Lake Huron and then on west to the Sault Sainte 
Marie. Why he turned back. Note how nearly he 
came to the discovery of Lake Superior. 

5. His discovery of Lake Michigan. His visit to 
the Winnebagoes and trip up the Fox river to the 
head waters of the Wisconsin river. 

6. Note how nearly he came to l)eing the discov- 
erer of the Mississippi in the northern territory. 

7. Of the five Norlhw^estern states, he was the first 
white man to visit Wisconsin, Michigan and Illinois. 

h. Note that Nicollet's interior discoveries were only 15 
years after the settlement of Plymouth by the Pilgrim 
exiles. 

7. The story of the dispersion of the Hurons and the suprem- 

acy of the Iro((uois. 

8. The fourth of the Great Lakes. Lake Superior. 

a. A discussion of the fur trade of the French. 

Note that no attempt at a permanent settlement has 
been made by the French. Their ideas of the new con- 
linen t seemed to be three-fold: 

L That through it they might discover a north pas- 
sage to Ghina and the east. This would give them a 
great advantage over Spain. 



SIOUX CITY PUBLIC SCHOOLS 165 

2. The Jesuit missionaries were greatly interested 
in the conversion of the Indians and the establish- 
ment of missions throughout the French dominions. 

3. The chief point with many of the French, and 
perhaps the French government, was the establish- 
ment of trade with the Indians. Fur trade and per- 
haps with this trade the discoverv of other riches, 
gold, copper or silver. 

h. The story of two daring fur traders and the discovery 
of the fourth lake. Their journey far over into Wiscon- 
sin and perhaps into Iowa. 

1. The myth of the "Manitou of the Copper Mines." 

9. The fifth and last of the Great Lakes to be discovered, 
Lake Erie. 

a. Louis Joliet. Something of his early life and educa- 
tion. 

h. How Joliet happened to become interested in the 
search for copper. 

c. His failure in the search for metal and his return. Fol- 
low carefully his trip to the south in Lake Huron and his 
voyage into the Detroit river and into the last of the Great 
Lakes. 

L How long after the discovery of the first of the 

lakes was this discovery made? 

2. Was it an important discovery for the French. 
Give reasons. 

3. His meeting with Robert de la Salle. La Salle's 
purpose in visiting this continent. The exchange of in- 
formation. 



THE SENIOR SEMESTER 

Note: Classes beginning in September should review the first three 
weeks' work of the French movement. Classes beginning in February 
will not need this review. The topics are numbered from this point 
in the order in which they were left the last semester. About 
six weeks should be given to the completion of the French and Northwest 
study. 

10. Review the discovery of the Great Lakes. Be able to 
trace the trip of each discoverer and give his name and ex- 
plain the reason for the'exploration which brought about 
the discovery. 

a. Be able to draw, free hand, a rough map of this whole 
northwestern country and sketch each discovery. 

b. What have been the ideals of the French in all this 
activity? 



166 PROGRESS 

c. Which of these ideals have the French reahzed? 

d. Into what two classes could these ideals be placed? 

e. Note that all their activities have been farther and 
farther west. Would they not have accomplished more 
had they gone south? 

/. Why did they not explore to the south? 

g. Might they now explore to the south through Illinois 
and Indiana? Give reasons. 

h. What territory do the Spanish hold? What settle- 
ments have they made? Are they permanent settlements? 

i. What became of the Hurons and why? 

j. Where were the Iroquois located? How many tribes 
in their nation? Their nature and government. If trou- 
ble should arise between the French and Fnglish settle- 
ments which would they favor? Why? 

k. Name two other tribes of Indians and tell where they 
were located and something of their history. 

B. How the Great Rivers Were Explored. 

LaSalle and Joliet, to whom we have already been introduced, 
will have much to do with the exploration of the western interior 
through the natural roads for exploration — the rivers. While 
the French could not go south from Montreal or Quebec, or, 
indeed, from Lake Erie points, they were not so handicapped 
in what was then the /or west. Let us see if they can reach 
down behind the Iroquois and the English and touch hands 
with the Spanish in the south. 

L The early life of LaSalle. His desire for adventure. 

Like Joliet, it was thought that he would enter the priest" 
hood, but like Joliet, he was more interested in a life of 
adventure. 

a. His estate called LaCfiine. Meaning of LaChine. Con- 
nect up with the LaChine rapids of today. 

h. What we know of LaSalle's discovery of the Ohio. 

2. A group of French priests did much for the exploration 
and general knowledge of this country. Follow up the 
work and travels briefly of each of the following; 

a. ' Father Menard. 

b. Allouez and the' Mission of St. Esprit. 

c. Father ?vlarquene. Driven from St. Esprit to Mack- 
inac. Work for the remnants of the Hurons. 

d. The ceremonial of the Sault Sainte Marie. Its mean- 
ing and intent. Fhe claims of the French under this cere- 



monia 



SIOUX CITY PUBLIC SCHOOLS 167 

2. The great voyage. 

a. Count Frontenac, the new governor of Canada. His 
commission to JoHet. 

b. Johet's visit to Mackinac, to confer with Father Mar- 
quette. 

c. A study of their discovery of the Mississippi. Fol- 
low them on their trip down to Green Bay, then up the 
Fox river and down the Wisconsin and into the Indian 
"Mississippi." 

d. The reception of the various Indian tribes on the jour- 
ney and Father Marquette's influence throughout the jour- 
ney. 

e. The distance down the Mississippi they traveled and 
their reasons for turning back. Were they disappointed 
in the Mississippi? Why? 

f. Their return journey up the Illinois river and across 
into the DesPlaines and the Chicago. 

g. Father Marquette and the Illini. His promise to re- 
turn. 

h. Draw a map and chart carefully this great river voy- 
age. What was really gained for the French. 

3. Briefly: The story of Father Marquette's return to the 

Illini and of his death and burial. How the Ottawas later 
carried his remains to Mackinac for burial. 

4. The establishment of Fort Frontenac. The building of the 

Griffon and its one great voyage. The first ship upon the 
lakes. 

LaSalle's expedition down the Kankakee and the build- 
ing of Fort Crevecoeur. 

5. The story of Hennepin and the upper Mississippi. 

6. LaSalle finally reaches the mouth of the great river. 

a. The story of the completion of the navigation of the 
Mississippi. 

b. A review of the work of LaSalle. 

c. The territory claimed in the name of the French. 

d. The lost colony. 

e. LaSalle's death. 

7. What has been gained by all this exploration? 

C. How the First Settlements Were Made. 

1. The French possessions and claims. 

2. Reasons for emigrating into the interior. 



]6a PROGRESS 

3. Kaskas Kia. The first permanent settlement in the Miss- 

issippi valley. 

a. The story of something of its history. 
h. The life of these early interior settlers. 
c. A day in a French interior village. 

4. The story of Mackinac. 

5. The settlement at Detroit. 

6. The story of the Firebrands. 

VI. Review and Reading. — Two weeks. 

Note: This completes the history proper of the year; however, the 
examination in history will not be given until the end of the year 
at the regular examination period, at which time the history ex- 
amination will be combined with the examination in civics, which 
covers the studies of the next topic. 

VII. The City and School. A Study of Our Own Times and of Our Own 
Responsibilities. — Eight weeks. 

1 . The sixth school year is definitely a year chosen for the 

study of the pupil's own immediate environment. This has 
been done in order to acquaint these "citizens in the mak- 
ing" with those facts with which they must necessarily come 
in contact in their expanding community life. The Sixth 
Grade child begins his larger life. He is a reader of the 
newspaper, he hears important municipal, county, state and 
national affairs discussed. Oftentimes the sixth grade 
bounds the school educational privileges of the child. It 
is time that these practical topics be studied in a practical 
way. 

2. During the year the Sixth Grade child is studying the hy- 
giene of the town and city. In geography he is becom- 
ing familiar with Iowa and particularly the central west- 
ern group of states. It is well to supplement his history 
with a discussion of the government of his own city and the 
school district. For this reason Part I of Nida's "City, 
State and Nation" is used as a text for the last eight weeks 
of the sixth year. 

3. No outline is necessary for this text. The teacher is asked 

to apply each chapter to Sioux City, and whenever a field 
trip can be taken to advantage to press home some im- 
portant point. Arrangements should be made with the prin- 
cipal for that purpose. 

4. Complete the study of Part I of the text, pp. 1-210. Ten 

weeks have been given to this work. It will be found 
that several chapters almost duplicate chapters found in 



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SIOUX CITY PUBLIC SCHOOLS 169 

Gulick's "Town and City." These chapters need not be 
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be used. Never, however, make a trip without having 
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SIOUX CITY PUBLIC SCHOOLS 171 



SEVENTH YEAR 



The Historical Background. 

We have now reached the period for the intensive study of ''our 
own history." Let us rememlier, however, that the term "our own 
liistory" can be used only in the sense of "nearness" in time and in 
place. In the larger sense all history that contributes to the background 
ot our immediate problems is "our own history," for we cannot dissociate 
the problems and progress of our national life from the problems and 
progress of all humanity. The Senior Fourth grade l)egan a study 
study of "our inheritance." Step by step they have considered the con- 
tributions that have been made to our twentieth century life by all peoples 
and by all ages. They have noted the large parts played by all races 
and by all nations. 

The Seventli Grade cliild should have definitely in mind the progress 
made by the Aryan peoples from the beginnings of their westward move- 
ments near the Caspian to the time of their landing upon the shores of 
the Atlantic and of the beginnings of their conquest of a new continent. 

The Seventh Grade pupil begins his new year's work with a pre- 
knowledge of those large problems that occupied the minds of the peoples 
of Europe during the thirteenth century. He understands how the work- 
ing out of these problems necessitated the discovery of the new 
continent at about this time. He understands, likewise, how 
the working out of another phase of the problems brought about the ex- 
ploration of the continent, the conquest of portions of the New World and 
the settlement of the various colonies. He understands how these same 
European problems must of necessity be carried over into the New World 
life and he is in a position to study with a sympathy born of interest and 
knowledge of the effect of these problems upon the developing Ameri- 
can institutions. 

The Year's Work, 

It is quite essential before beginning the work of the year that we 
formulate o'ur ideals for Seventh Grade history investigation. 

1. History would be of no value if the human race had not 
achieved victoties. By victories we have no reference to carnage. The 
fact that men have bled and died is of no importance except as their 
lives are the price of a human uplift; except that through their sacrifice 
something has been added to our inheritance. It is this uplift, this some- 
thing added, in which we are interested as a matter of history. 

2. While real history is not interested in human victories merely 
as the result of carnage, it is interested in all progress as the result of es- 
sentially human efforts; it is interested in human sacrifice for the better- 



172 PROGRESS 

ment of the conditions of liuman existence. Consequently, we always 
keep the human slraggle essentially in mind and interpret each historic 
problem and its sohition through the evidences of that verv humanity that 
makes all generations kin. 

3. Struggle, progress, victory, indicates some thing to struggle 
against, some one to overcome, some power to overthrow. The victory 
may have heen over some force of nature, over human ignorance or su- 
perstition, over human injustice or human greed. The uplift may have 
been a victory for justice or for a larger ideal of moral freedom. From 
the beginnings of time these problems have confronted humanity. They 
will confront humanity to the end of time. Sometimes there are evi- 
dent victories; sometimes there are periods of reactions. There are 
always, at least, two sides to each question; to each human problem; and 
history deals fairly with each side. History is the record of the manner 
of the solution of these questions — a record of the adjust- 
ments the human race has made in its progress from age to age. 
History interprets results of struggle in the light of their ultimate in- 
fluence upon the progress of mankind — but, always, history keeps the 
human factor uppermost. History is not philosophy. It is w^orked out 
of the lives of individuals, of men, of women, of children. Let us keep 
the struggle, the adjustment, the human victory, always to the front in 
all our teaching. 

4. Each victory but lays the foundation for another struggle upon 
a higher plane. Each mountain peak surmounted reveals to the traveler 
peaks yet beyond and above, unseen before. The history student should 
feel that he is re-thinking and re-working the problems of the past cen- 
turies of human effort in order that he may be in a better position to 
think out and to work out the problems of his own day. He should not 
accept an historic statement as fact without first thinking himself into and 
out of the historic problem, and in this way he should solve over again 
for himself the situation as it really existed. This is the only way in 
which an appreciation of all sides of the problem can be brought about, 
the only way in which the problem as a real problem, the struggle as a 
real struggle, can be comprehended. This is the only way in which one 
can prepare'himself to become an active factor in the solution oRhe prob- 
lems of his own age. 

The Method. 

1. Geographic. 

An essential of history method, from the Fifth grade of the public 
school to and through the university course, is the establishment of the 
geographic foundation. There is scarcely a problem in history that can 
be separated from the geographic basis. No other one factor, with the 
exception of the inspired teacher, can do so much to vitalize the indi- 
vidual investigation or to bring about a real understanding and a real in- 
terest in the history problems. By the geographic foundation we do not 
mean the mere oral or text hook statement of geographic facts. These 
facts must be visualized and made concrete. Their true relations to the 
historic problem must be clearly shown. This means that maps and 



SIOUX CITY PUBLIC SCHOOLS 173 

geographic charts must be continually before us. It means that the 
development of each problem has its geographic factor and that 
charts and maps must show this factor in a vital way. We have 
no reference to ready-made maps or charts, but rather to those that take 
form before the pupils' eyes, and by means of the pupils' own activities. 
For example, in developing the early claims to the new continent, it is 
not enough that the latitude boundaries of the London and Plymouth 
colonies be stated as a mere fact. They must be visualized. A board 
map and, if possible, individual seat maps should be worked out showing 
the location of the colonies, showing developed French settlements, mis- 
sions and forts, and showing by means of dotted lines the latitude bound- 
aries of the English claims. It would, of course, be best to use differ- 
ent colors to show these foundation claims. This will visualize the Eng- 
lish-French problem and aid in the understanding of each move made 
toward its final solution. Each of these later movements should like- 
wise be noted upon the map or chart. In the same way, physical con- 
ditions should l)e made to appear and the historic question should be- 
come a real vitalized problem demanding the solution of each individ- 
ual. 

2. Sub-Racial and National Influences. 

Blood is and always will be thicker than water. The new contin- 
ent became the "melting pot" of the old world prejudices and of the old 
world ideas. From this "melting pot" was to come the greater ideas of 
the new world liberty and economic ideasof the new world individuality. 
But, nevertheless, these same old world ideas and sub-racial or national 
characteristics were to stamp themselves to a greater or less extent upon 
the new world movements. The Latins, the Germans, or Anglo-Saxons 
brought with them the peculiarities of their blood and languages; peculiar- 
ities that still persist. They have influenced the solution of many prob- 
lems. The amalgamation of such divergent factors into one nation or 
people must of necessity take time. Necessarilv new co-ordinating in- 
terests must develop to form the basis of a new social and political un- 
ion. The ])upil must be led to take these factors into consideration in 
the solution of all problems that involve the sub-racial elements. This 
principle, however, goes dee()er than the sub-racial element. It is often 
the same where classes with widely divergent class experiences are in- 
volved. The pupils must, for example, consider the difference in class 
of the Plymouth and the Jamestown settlers and in this class difference 
find the reason for many of the divergent problems which show so prom- 
inently in their later development. 

3. Industrial or Social Factor. 

Another factor that we must constantly keep in mind is, in a nar- 
row sense, "the bread and butter" question. Under the stress of great 
public differences a people may emigrate to a new country, not for "bread 
and butter," but for some sort of a moral or religious freedom, as was the 
case in the Pilgrim movement. Such are the type of questions that have 
much to do with the uplift of a people. If we could truthfully say "the 
cause and purpose of the Civil war was the freeing of the slaves," then the 



174 PROGRESS 

Civil war would belong (lisliiicliveiy to that class. But an examination of 
facts reveals that ihe primary canse of the Civil war was essentially zn^?/5- 
trinl. ft was the working ont of the "bread and butter" question between the 
North and the South that was primarily involved. An uplift for the Ne- 
gro resulted but it was a bi-product of an essentially industrial question. 
The people live day by day. Conditions of living change as differ- 
ent economic factors become dominant in their industrial life. The peo- 
ple look toward the future largely from the standpoint of these indus- 
trial factors. Thus parties are organized, not primarily for political pur- 
poses, but that through organized parties thev may be able to bring their 
economic cause to a more vital issue. Let us try in our study always to 
keep the social, economic or industrial question clearly in mind, and not 
cloud our horizon by so called political issues. 

4. The Political Factor. 

The political influence developed. In any community, state or na- 
tion there are always to be found the liberal and the conservative classes. 
These two classes have usually formed the nucleus for the two domin- 
ant political parties of the people. Given to these two classes a social, 
economic or industrial problem, whether it be a problem of the people 
or a problem of international relations, and these two classes will soon 
make of it a political issue and will marshal to its support or to its op- 
position their organized forces, with detail of organized machinery. 
This organization wnth its machinery, its henchmen and its officers, con- 
stitutes a political party. When political parties exist for the uplift of a 
])eople, when political parties work singly for the betterment of human 
conditions, for moral or industrial freedom, then politics are pure and 
politicians are efficient factors in the history of a state. When political 
parties exist for spoils, for the payment of debts, for the strengthening of 
their own political machinery, irrespective of the good of the whole peo- 
ple, then they become in themselves "the something to be overcome," 
"the question at issue" before the people. 

Let us carefully examine our ideals of politics and see to it that 
they are essentiallv humanistic. Let us hold true ideas of citizenship 
and its responsibilities before our boys and girls that they may become 
efficient factors in the struggles of the coming generations. 

5. The Topic Discussion. 

Seventh Grade pupils should be bevond the question and answer 
state of recitation. Seventh Grade pupils must be trained into habits of 
accurate and of concentrated thought. They must be al)le to take the 
assio^nment of any phase of an historical problem and work out its so- 
lution as follows: 

a. Statement of the problem. 
If. How the problem grew. 
L Beginnings. 
2. Contributing influences. 

('. Geographic, social, economic, racial and ]K)lical factors to be 
considered. 



SIOUX CITY PUBLIC SCHOOLS 175 

d. By whom favored. 

1. Why. 

2. How. 

e. By whom opposed. 

1. Why 

2. How. 
/. Result. 

1. How reached. 

2. Satisfactory or unsatisfactory. 

3. Effect upon people or national development. The term- 

inology and wording of the above outline may need to be 
changed to suit each individual problem, but the general 
form will be the same so far as the method of statement 
and solution are concerned. The pupil should investi- 
gate his topic so thoroughly during the preparation period 
that he can accept his assignment in a complete way be- 
fore the class. After he has completed his discussion the 
class should be held responsible for omissions and for 
such corrections as may appear necessary. 

6. The Use of the Text. 

The text is used as a laboratory book by the pupil; To that end 
several texts are placed at the disposal of the class that the ideas of dif- 
ferent authors may be made to contribute to the class discussion, and 
that diftering lights may be brought to bear upon the questions involved. 

In giving ideas, the pupil should be trained to quote his text as his 
authority. Remember we are doing laboratory work and the pupils are 
solving problems in human reactions. Consequently, the pupil should 
be encouraged to formulate and express his own ideas of the solution 
of the problem derived through his personal study, investigation and 
thought. This should lead to the class discussion of the topic. Quite 
often these discussions should form the basis for informal or formal 
class debates. 

7. Texts. 

Beginning with the Seventh year the pupil uses the text as the 
basis of this work. Working out the material of the topic assigned by 
the teacher. For this purpose four texts are in use, these should be as- 
signed to different pupils in order that they may get the side lights con- 
tributed by each author. The following are the texts assigned: 

Thwaits and Kendall, "History of the United States." 

Forman, "A History of the United States." 

Mach, "A History of the United States." 

McLaughlin and Van Tyne, "A History of the United States." 



176 PROGRESS 

THE JUNIOR SEMESTER 

L Civics (unrelated). A Study of the State. — Five weeks. 

Text: Nida's ''City, State and Nation." 

Note: The Senior Sixth grade has covered the work of Nida in 
his discussion of the city. It is the purpose of the first four weeks of 
the Seventh grade to follow the city study with the discussion of the gov- 
ernment of the state, as developed by Nida, pp. 211-257 inclusive. It 
will not be necessary, at this point, to make a review of the city, as this 
will be covered more fully in the Eighth grade study. 

A. The State. 

1. Spend some time in building up the idea of the slate. 
What do we mean bv stated 
Why is the state needed? 

a. How the United States is divided into states for pur- 
poses of better government and that the people of differ- 
ent sections, and with different ideas and interests, may be 
free to work out their own ideas to the greatest possible 
extent. 

h. The states of the Union. 

1. Location. 

2. Names. 

3. Capitals. 

4. Prominent industries. 

5. Why their interests are not always alike and their 
need of separate government. 

The division of the state into counties and townships. 



c. 
etc. 



1. Early colonial ideas. 

a. The township unit idea. Where it came 
from. How continued. 

h. The county unit idea. Where it came from. 
How continued. 

c. How and where two types were worked out. 

d. The compromise type. States in which the 
different types are to he found. 

County government. 

1. Purpose. 

2. Seat. 

3. Legislative officers. 

a. Apply to Woodbury county and Iowa. 
h. Duties and how performed. 



SIOUX CITY PUBLIC SCHOOLS 177 

4. Executive officers of the county. 

a. Apply to Woodbury county. 
h. Duties and how performed. 

5. .judiciary officers of the county. 

a. Apply to Woodbury counly. 
h. Duties and how performed. 

6. Elections and appointments, 

a. What officers are elected? How are they 
elected? Apply to Woodbury county. 

b. What officers are appointed? How are they 
appointed? Apply to Woodbury county. 

c. Get, if possible, a copy of the last county bal- 
lot and study method of election. 

2. Institutions for protection of society. 

a. A study of the state and counly prisons. 

1. Need. 

2. How the attempt is made to reform criminals. 

3. Old methods and their abuse. 

4. New methods and how they are better. 

5. Who is responsible for prisoners? 

6. Prison discipline. 

7. Prison work. 

a. Why necessary. 

h. Kinds not advantageous and reasons. 
c. Forms of work that may be used with suc- 
cess and why. 

8. Prison schools and industrial training. 

9. Wages for prisoners. 

10. The confidence system. 

11. Prison boards, the intermediate sentence and the 
after-prison life. 

/}. An investigation of the prisons and prison methods of 
Woodbury county and of Iowa. 

3. Institutions of charity. 

a. The principle of state charity work. 
h. The special classes that need state aid. 

c. Find all of the state charity institutions of Iowa and 
make a special study of their work and methods. 

d. Our responsibility to those needing charity. How do 
those charitable institutions save money for the state. 

4. Roads of the state. 

a. Why roads are bad. 



178 PROGRESS 

b. The advantages to a state of having good roads. 

1. To the farmers. 

2, To the cities. 

c. Something of the history of road building. 

d. How the expense of good roads is met. 

1. County or city. 

2. State. 

3. How in Iowa. 

e. The building of good roads. 

1. Draining and grading. 

2. Surfacing. 

3. Macadam roads. 

4. Brick roads. 

5. Concrete roads. 

f. The roads of Iowa. 

5. The state government. 

a. The constitution or charter. 

1. The Iowa constitution. 

2. How obtained. 

3. When obtained. 

4. Date. 

b. The legislative department. 

1. The two branches. 

2. How elected. 

3. For how long, salary, etc. 

4. How a law is made. 

5. The state law makers that represent Sioux City. 

a. Names and residence. 

b. What is the district represented by each. 

c. Number and location of districts in the state. 

c. Executive department. 

1. Represented by what offices in Iowa? 

2. Names and salaries of each. 

3. Duties of each. 

4. How elected and for what length of time. 

d. The judiciary or judicial department. 

1. How represented in Iowa. 

2. Length of term and salary of each. 

3. How elected or appointed. 



SIOUX CITY PUBLIC SCHOOLS 179 

6. The franchise. Voting. 

a. What is a representative government? 

1. Show how Iowa has such a government. 

2. Why is a representative government necessary. 
I). Quahficalions of voters in Iowa. 

1. Manhood. 

2. Legal age. 

3. The fifteenth amendment. 

4. Woman suffrage in Iowa. Agitation for a change 
in Iowa. 

5. The excluded from franchise. 
Who? 

Why? 

7. Make a special study of the method of conducting elections 

in Iowa. 

a. State. 

b. County. 

c. City. 

d. School. 

e. What is a nominating convention? 

/. Explain the Australian hallot. 

g. Make a special study of the following as applying to 
Iowa: 

1. The referendum. 

2. The initiative. 

3. The recall. 

8. What is patriotism? 

Some Things To Do. 

1. a. Visit a council meeting and see how the cityhusiness 

is transacted. 

h. Investigate the making of a city ordinance, and report 
upon it. 

2. Visit the police court and report how the police work is 

conducted through the courts for the protection of the 
city and for justice to the supposed offender. 

3. Visit a justice court. W'hat is its jurisdiction? How does 

it differ from the police court. 

4. Visit one of the countv courts and report upon its juris- 

diction and work. 

5. Visit a meeting of the board of education and rej^ort 

upon its work. 



180 PROGRESS 

6. Watch the preparations for a school or city election. 

a. Make a map of the city and divide it into wards and 
precincts. 

b. See how the voting is conducted in each precinct. 

c. Find out how the votes are counted and how returns 
are made. 

d. How is the voting controlled at each precinct. 

e. How are election judges and clerks appointed and 
paid. 

/. How are the votes finally canvassed and the election 
returns officially declared. 

7. Report upon a county and state election in the same way. 

8. Investigate and report upon the county prison conditions. 

9. Investigate and report upon county and city charitable in- 

stitutions and activities. 

10. Investigate and report upon the maintenance of the city 
streets. Upon the roads of Woodbury county. 

11. If possible, attend a meeting of the board of supervisors 
and report its meeting and methods of work. 

12. How are the taxes of Sioux City assessed, collected and 
distributed? Investigate and make a school report. 

13. Make a chart showing three classes of oflficers in city, 
county and state. Classify- them as executive, legislative 
and judicial. Be abls to discuss the election, term of of- 
fice and duties of any oflficer belonging to the above class- 
ification. 

Note: The examination in Civics will be given at the end 
of the semester in connection with the examination in 
History. 

II. Connections and Reviews. — Two weeks. 

Note. It is essential for the Seventh Grade teacher to be conver- 
sant with the work of the Sixth grade in order to teach this topic ef- 
fectively and economically. The teacher who does not take time 
to do this will require twice the assigned time for the development 
of the topics with her pupils. 

A. The Basis of the Spanish Claims in the New^ World. 

1. A rapid review of Sixth grade outline. 

2. Spanish discoveries and explorations. 
?>. Spanish conquests. 



SIOUX CITY PUBLIC SCHOOLS 181 

4. Spanish settlements. 

5. Reason or motive back of most of (he Spanish activities. 

» 

6. Upon your maps or charts let red stand for S})anish ac- 
tivities and iT'laims. 

7. Show physical, industrial and political reasons foi- ihe 

southern localization of these claims. 

8. , What special ideas did Spain [dant in the new colonics. 

B. The Basis of the French Claims. 

1. x\ rapid review of Sixth grade outline. 

2. French explorations and discoveries. 

3. French occupation of territory and settlements. 

4. Preparations for defense of territory. 

5. Upon your maps or charts let yellow represent the French 

activities and claims. 

If the claims of the Spanish and French overlap, what 
combination of colors will you have to represent these dis- 
jjuted territories? 

6. Show physical, industrial and political reasons for the 

northern and middle western localization of the French 
claims. 

7. What special ideas did France leave in the New World? 

(See Kemp, pp. 407-422.) 

C. The Basis of the English Claims. 

1. Rapid review of the Sixth grade outline. 

2. English explorations and discoveries. 

3. English or'cupation of territory and early settlements. 

4. Use blue to represent English claims upon your maps and 

charts. What color will result for conflicting claims of 
French? Of Spanish? 

5. Show physical, industrial and political reasons for the geo- 

graphical localization of the English activities. 

6. What special ideas did England bring over to become a 

part of the ideas and ideals of the New World? (Sec 
Kemp, pp. 423-465.) 

D. Some Helpful Books. 

1. "History for Graded and District Schools," Kem]i. 

2, 'The ('olonies," Thwaits. 



182 PROGRESS 

3. "Discovery of the Old Northwest." 

4. "Conquest of the Old Northwest." 

5. "Spanish Institutions of the Southwest," Blackmar. 

6. "Discovery of America," Fiske. 

7. "A Short History of English Colonies in America," Lodge. 

III. The English and Dutch Settlements. — Eight weeks. a 

A. Our Country 300 Years Ago. (Forman, pp. 23-29.) 

1. Predominance of forests. 

2. Indian trails, rivers, etc. 

3. Native food material. 

a. Animal. 

h. Vegetable. 

c. How used and prepared. 

4. Native clothing and shelter materials. 

a. Animal. 

h. Vegetable. 

c. How used and prepared. 

5. The native inhabitants. 

n. Physical description. 

b. How they lived. 

c. Character. 

d. The problem of the two races. 

6. The character for hardihood and labor necessary for set- 

tlers in the new country. 

B. The Geographical and Industrial Location of the Thirteen Col- 
onies. (Forman, pp. 30-37.) 

L Of the thirteen colonies that become slates each had its be- 
ginning on some bay, river or sound. Can you give at 
least two reasons for this. 

2. Name the thirteen colonies referred to above and work 
out their geographical location. 

a. What was the ])eculiar advantage of their location 
geographically. 

h. What were the advantages or disadvantages of climate? 

c. What was the peculiar advantage industrially? 

(L Locate each colony upon your map. 



SIOUX CITY PUBLIC SCHOOLS 183 

C. The London and Plymouth Companies. 

1. A study of how two great companies of merchants were 

formed for the purpose of colonizing the New World. 

a. From whom did they obtain their charters? Date? 
h. What is a charter? 

c. Boundaries of the grant made to each company. 

d. The neutral region or the region open to both com- 
panies? Obligations upon settlement. 

2. The previous attempts to colonize the new country by Ra- 

leigh. 

a. Something personal of Raleigh's life and character. 

h. His attempts at colonization. Their failure and rea- 
sons. 

c. How Virginia was named. 

d. The first white child born in America. 

e. The sale of Raleigh's right to the London and Plymouth 
Companies. 

3. Terms of the charters. 

a. Where the first settlements must be made. 

h. How settlements could be made in the neutral terri- 
tory — restriction that the two colonies could not make 
settlements nearer than 100 miles of each other. 

c. The promise of continued English citizenship and 
English rights. 

d. How the king took care to keep all governmental 
power within his own hands. 

e. The reserve of one-fifth of all gold and silver found. 

D. A Study of the Region of the Chesapeake Settlements. ''The 
finest hay in the worlds 

\. A careful study of the Jamestown colony. 

a. Their charter. The common warehouse and result 
of community work. (1607.) 

h. Description of Jamestown. Advantage. Disadvan- 
tages as a place for a colony home. 

c. Tlie character of the Jamestown settlers. 

1. Means taken to interest emigrants or settlers. 

2. Ideas of gold, silver and precious stones. 

3. Did these settlers really come to Jamestown with 
the idea of making that their permanent home? 

Effect of this idea upon settlement. 

4. Effect of climate upon them. 



184 PROGRESS 

5. Effect of the novelty and newness of ihe conntry. 

6. Were there really good agricultural lands in 
this section? 

d. A study of the starving time and how the colony was 
saved. 

1 . A study of the troubles of the colony. 
Reasons for the trouble (1609-1610). 

2. John Smith and his work. 

3. The new charter and the work of Gov. Dale. 

4. How did the new charter differ from the old? 

a. How did it change the boundaries of the 
colony? 

b. What took the place of a common store- 
house? Effect. 

e. A study of the development of the large plantation. 

1. Cause. Tobacco cultivation. 

2. Effect. Two classes of settlers. 

a. The well-to-do class. Plantation owners. 

b. Indentured servants. White people too 
poor to pay passage to America who bound 
themselves by written contracts to serve a cer- 
tain number of years to pay their passage. This 
often, also, included the payment of debts. 

f. A study of the work of Gov. Yeardley. 

1. The first representative assembly in America. 
(1619.) The House of Burgesses. 

2. Its organization and work. Influence upon after 
history. 

3. How the family and social (1619) life of the col- 
ony was encouraged. 

g. The beginning of Negro slavery (1619). 

1. A study of its beginning and something of its 
rapid growth to 1700. 

2. Why the Virginia colony was especially favorable 
to the growth of slavery. 

3. What three classes of people now in Virginia. 
h. A study of how Virginia became a royal colony. 

1. Assigned reason of the king. 

2. The real reason. 

^.rioid ^ij;?!-) 'iWhat is meant by a royal colony. 
(!!■ /,' !iwoia')fnBl o!^-;!:, Attitude of Virginia, and House of Burgesses to- 
liod liion/W^r<i the beheading of Charles I. 

j j^, , J ^jOijjetbing of ^ St^fly ,of Qpy- Berkley. 
6. jiTIlP, t>|i^ief, pef^^C(4;.pf;t}^^,,(pfxmm(|)nwealth. 



SIOUX CITY PUBLIC SCHOOLS 185 

7. The re-establishment of Virginia as a royal col- 
ony, and re-establishment of Berkley as governor. 

8. A brief study of Bacon's rebellion. 

9. The founding of the College of William and Mary. 

a. This college is still in existence. Let the 
class write for its catalogue and for such other 
papers of interest as they may send. Williams- 
town, Va. 

2. A brief study of Maryland. 

a. The settlement of St. Mary's. 

1. Purpose of the settlement. 

2. Something of the Calverts. 

3. How the Maryland colonists were more fortunate 
than their southern neighbors. 

4. How they established self-government for Mary- 
land and also guaranteed religious freedom to all. 

b. How the Maryland charter gave cause for a quarrel 
with Virginia. 

1. How the quarrel was settled. 

3. A study of the development of the county unit of govern- 

ment in the southern colonies (Kemp, pp. 438-440). 

a. Why the county form was a physical necessity. 

h. How it was brought over from England. 

c. How only the wealthier class could participate. 

d. Effect upon the social ideals of the south. 

A Study of the Region Around Massachusetts Bay and the Pis- 
cataqua River. Massachusetts and New Hampshire Colonies. 

1. Massachusetts (1620). 

a. A review of the Pilgrim movement and their first set- 
tlement at Plymouth. Fix the colony geographically. 

1. Their relation to the Plymouth Company. The 
loan of money to make their settlement possible. 

2. Note they had no charter from the king. How 
did they first establish government? 

3. Note the difference in character of the individ- 
uals and of the purpose of their settlement from that 
of the Virginia colony. 

4. Note the establishment of the town meeting. 
How does it differ from the county idea of Virginia? 

5. A special study should be made of the work of 
Brewster, Bradford, W^inslow and Miles Standish. 

a. Something of early hardships. 

b. Something of the relations of the Plymouth 
colony to the Indian inhabitants. 



186 PROGRESS 

6. Carefully differentiate the terms: Puritan, Sep- 
aratists, Pilgrims. 

2. A study of the Bay Company (1628-1630). 

a. The geographic setting. 

h. The work of John Endicott and John Winthrop. Some- 
thing of the remarkable growth of the new colony. (Sa- 
lem and Boston.) 

c. Note the Bay colony had a very liberal charter granted 
l)y the king. 

1 . Make a study of its provisions. 

2. How was the colony governed? 

d. Note that these Bay settlements were religious move- 
ments. Did they diffei essentially from the Plymouth 
movement? From the Virginia movement? From tlie 
Maryland movement? In what ways? 

e. A study of the development of two parties and as a re- 
sult: 

1. Emigration of Hooker and his followers to Con- 
necticut. 

2. The banishment of Roger Williams. 

3. The banishment of Mrs. Hutchinson. 

4. The establishment of the "Body of Liberties," or 
the written laws, to which all, the "poorest and weak- 
est," could appeal. A step toward colonial liberty 
and justice. 

/. A study of the formation of the New England Confed- 
eration. 

1. The reasons that led to its formation. 

2. The colonies that entered the league. 

3. What the league really taught the people. 
g. Quaker troubles and what came of them. 

h. A study of King Philip's war. 

1. Causes. 

2. Results. 

i. The loss of the charter. 

1. Reasons why Charles II took away the charter. 
Would we agree with the reasons given by Charles 
II? 

2. Massachusetts becomes a royal province. How? 

3. A study of the work and results of the work of 
the royal governor, Sir Edmund Andres. The fall 
of Andres and the new charter. Some results. 

a. Plymouth and Maine added to the Bay col- 
ony as parts of Massachusetts. 



SIOUX CITY PUBLIC SCHOOLS 187 

/;. All religious sects given equal rights. 

c. Church membership no longer a condition 

to voting. 

3. Make a short study of the settlements of Maine and New 

Hampshire. 

4. A short study of the settlements of Connecticut and New 

Haven. Make a study of its geographical conditions. 

5. A short study of the colony of Rhode Island. The most 

democratic colony in politics and religion. Make a study 
of its peculiar government and of its geographical advant- 



The Settlements Around New York Bay. The Dutch in the 
New World. 

1. Henry Hudson and his discoveries, as the basis of their 

claims. (1609.) 

a. Boundaries of these claims. 

h. Show on your map by darkened tints. 

2. What was happening in the Richelieu river about this same 

time. 

3. Show how and why the Iroquois Indians became the bit- 

ter enemies of the French and the friends of the Dutch. 

4. The beginnings of the Dutch fur trade. 

5. The settlement of New Amsterdam. 

a. Why so named. 

h. Peter Minuit and the purchase of Manhattan from the 
Indians. 

1. The price paid. 

2. Its present value. 

6. The Dutch patroons and their estates. Get something of 

the spirit of their life and social ideas. 

7. The dissatisfaction of the colonists with the patroons. De- 

mand for self-government. Reasons? 

a. The patroon system. 
h. The Algonquin war. 
c. The tyranny of the governors. 

1. Gov. Kieft. 

2. Peter Stuyvesant. 

3. The story of "The Great Wall." 

4. The results of tyranny. No interest on the part 
of the people to defend the colony. 



188 PROGRESS 

8. The Dutch claims and how they conflicted with the Eng- 

lish claims. 

a. The Dutch name for their new territory. 

b. The story of the surrender of New Netherlands to the 
English. 

c. The gradual change from the Dutch to the English 
ideals. 

d. Dutch names that remain in ])resent day geography 
and in family names. 

9. Progress toward self-government and "The Charter ofLih- 

erties." 

G. A Very Brief Study of the Settlement of New Jersey. 

1. The purpose of the colony. 

2. The form of government. 

H. A Special Study of Pennsylvania. The purpose of coloniza- 
tion. The liberality of its charter and government. Their 
freedom from Indian troubles. The life and work of William 
Penn. Make a complele study of the colonial life of its peo- 
ple. 

L A Brief Study of Each of the Remaining of the Original Thirteen 
Colonies, giving special attention to the original purpose of 
each colony, their charter rights, their government, the class of 
people that constituted their citizenship. 

J. Some Things to Do. 

1. Make chart of the thirteen colonies showing: 

a. Date of colonization. 

/). By whom colonized. 

c. Charter rights. 

(I. Purpose of colony. 

e. Form of government at first. 
/. Final type of government. 

2. Make a special study and chart of all those things that 

were really the beginnings of self-government and of the 
hnal freedom of the colonies. Examples: The House of 
Burgesses, the Body of Liberties, etc. 

3. Show how the ideals of the mother countries had to grow 

away from a passion for "gold and silver" to saner ideals 
of industry and of stable government. What were some 
of the '"evidences" or "milestones" in this orowth. 



SIOUX CITY PUBLIC SCHOOLS 189 

4. Debate: "Resolved, that France was justified in her claims 

to the Mississippi and Ohio valley region." 

5. Debate: "Resolved, that the English should have left the 

Dutch in undisputed control of the New Netherlands." 

6. Debate: "Resolved, that government under the royal gov- 

ernors was better and more efficient than the self-govern- 
ment of the colonies." 

V. Colonial Life, Customs and Development.- Three weeks. 
A. General problems. 

1. The type of life in Virginia, Massachusetts, New York and 

Pennsylvania compared. 

a. Location in climate, type of soil and country, natural 
advantages. 

h. Type of people immigrating to each colony. 
L Education. 

2. Place in education and society. 

3. Wealth they brought with them. 

4. Religion. 

5. Purposes in mind of the immigrants for accom- 
plishment in new home. 

6. Purposes in mind of company that secured 
charter, etc. 

2. Ideals of home. 

a. The sort of homes established. 

h. Materials brought with them from the old country. 

c. Materials to be supplied in new country. 

d. How it was accomplished. 

e. The building of shelter, etc. 

3. Dress. 

a. Ideals of dress. 

h. Materials, how secured. 

c. How made up. 

1. Shoes. 

2. Hats, etc. 

3. Cloth. 

4. Food. 

a. Agricultural. 

1. Its development. 

2. Native plant life used. 

3. Imported plant life used. 



190 PROGRESS 

b. Animal. 

1. Meats. 

2. Fish. 

5. Protection. 

a. Indians. 

b. Fierce animals. 

c. Climate. 

7. Customs, recreation, etc. 

a. A study of the life and customs of each colony. 

b. What were their recreations, pastimes, plays, etc. 

c. Holidays. 

d. Methods of punishment, etc. 

7. A study of the early colonial life and its influence upon 

our history. 

a. In what colonies was the religious factor especially 
strong? 

b. What colonies were established as religious sanctuar- 
ies? 

c. Did the colonies, established because of religious perse- 
cutions, become broad in their attitude toward all other 
creeds? 

d. What is the difference between religion and supersti- 
tion? 

e. In what colonies did superstition become a factor? 
With what results? 

f. What colonies became noted for their broadly relig- 
ious toleration views? 

g. What is the attitude of our country today toward 
religious toleration? 

8. Review. 

A brief story of the development of pioneer life. 

Ability to give the story orally in good and interesting 



Industrial Problems. 

1. The development of manufacture and of special industries. 
a. New England. 

1. Type and reasons for type. 

2. Exchange with mother country and colonies. 

3. Special shipbuilding development. 

4. Manufacture in the home. 



SIOUX CITY PUBLIC SCHOOLS 191 

b. The middle and southern colonies. 

1. Type and reasons for type. 

a. Reasons why great plantations are found 
along the rivers. 

2. Something of the excitement of the coming of 
"The Ship." 

3. Agricultural products and animal products ex- 
changed for English wares? 

2. The development of travel. 

a. The boat. For what purposes? 

h. Horseback. For what purposes? 

c. Building of regular roads. 

d. Development of taverns and inns. 

3. Smuggling and piracy. 

a. Conditions that caused it to develop. 

b. Efforts to overcome it. 

c. Some notorious characters. 

C. The Development of Education. 

1. In New England. 

a. Preparatory schools. 

b. Colleges. 

2. In middle and southern colonies. 

a. Private teaching. 

b. Preparatory schools. 

c. Pupils sent to England. 

d. Colleges. 

3. What can you find about colonial newspapers? About 

newspaper "free speech?" 

4. What can you find out about public and private libraries? 

D. Some Things to Do. 

1. A poster representing a patroon estate. 

2. A poster representing a Virginia plantation, "boat coming" 

scene. Tobacco plantation. 

3. Read parts of Miles Standish that specially give New Eng- 

land scenes of life and activity. Illustrate. 

4. A poster illustrating colonial pastimes and sports. 

5. A poster representing some special historical colonial 

scene, as the arrival of the wives for Virginian colonists, 
or the beginnings of slavery. 



192 PROGRESS 

THE SENIOR SEMESTER 

I. A Study of tlie English-French Struggle. — Three weeks. 

A. Review the French Explorations of Canada and Their Explor- 
ation and Occupation of the Mississippi and Ohio River -Valleys. 
Chart their settlements and forts. 

B. Show the Beginnings of the Struggle and the English Move- 
ment Over Into the Ohio Valley. 

1. Why should this movement take place? Was it a 
natural expansion of English settlement and industry? 

2. Something of the early hunter-adventure-pioneer his- 
tory. Daniel Boone for an example. 

C. Preliminary Wars. 

1. Give a brief discussion of King William's war. Was it 

really a colonial war or a quarrel of the mother coun- 
tries? Result? Was the war worth while? 

2. In the same way discuss Queen Anne's war. Was this 
war worth while? Result? 

3. King George's war followed shortly. Cause? Colonial or 
continental? From a colonial standpoint was this war 
worth while? Results? 

4. What part did the Indians play in these wars? Give rea- 

son for their activity. 

D. The French and Indian War. 

("The prize contended for was a noble one. a territory in its 
central watershed of more than 1,000,000 square miles, and with 
its tributary areas of no less than 2,500,000. It is perhaps as 
fertile a space for its size as the globe shows and is capable 
of supporting 200,090,000 of people.") 

1. Cause. 

a. The forts of the French upon the Allegheny river. 
What did they mean to the Virginians? Why? 

h. Dinwiddle's message to the French commander. His 
messenger. A study of the early life of George Washing- 
ton. The reply of the French commander. 

c. Dinwiddle's action. Result. 

d. The Albany Congress. A study of Benjamin Frank- 
lin and his plan. What came of the plan and why? In 
what way was the plan of importance? It is sometimes 
called the second step. Why? 



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SIOUX CITY PUBLIC SCHOOLS 193 

2. Tiie defeat of Braddock. The lesson the English regular 

army soldiers learned about colonial war. 

3. Englands formal declaration of war upon France. 

Note in this case the war really began in the colonies 
before the mother countries recognized it. Was it a col- 
onial or continental war? Compare with the other Eng- 
lish-French wars. 

4. The four plans of the EngHsh. 

a. Mastery of seacoast. How? 

b. Capture of Fort Duquesne. Why? 

c. Capture of Niagara. Why? 

d. Capture of Crown Point and Quebec. Why? 

5. The story of how the English carried out their plans. 

a. The sad story of Acadia. Read portions of Evangel- 
ine that particularly apply. 

h. The story of Montcalm and Wolf. 

6. Results. 

a. The treaty of 1763. The treaty of Paris. 

b. What became of all the possessions of France? 

1. East of the Mississippi. 

2. West of the Mississippi. 

c. Two islands that remained to her out of her whole 
proud empire. 

7. Things to Think About and Do. 

a. Debate: "Resolved, that the attack upon Acadia was 
not justified even by war and that the scattering of the 
Acadians was an English disgrace.'' 

b. Review and discuss the defeat of the Invincible Arm- 
ada and show in what way this defeat was of importance 
to the colonies. 

c. Show by colored map the condition of the New World 
at the close of this war. 

d. Who was William Pitt? Why do we need to remem- 
ber him? 

e. What part did the Indians play in this war and why? 

f. What did this war cost England in money? Debt? 
Did the colonies also need to raise money to help pay the 
war cost? Was it just that they should do so? 

g. What training did the colonies get out of the war? 
Why? Was it of importance? 

h. Would the colonies be more dependent upon or in- 
dependent of England after this war? Why? Importance? 



194 PROGRESS 

i. Had the; colonies learned lessons of co-operation? 
Why and how? 

8. Some importanl dates. For what should we reinenilier 
the following dates? 

1000. 
1492. 
1607. 
1609. 
1619. 
1620. 
1639. 
1641. 
1754. 
1759. 
1763. 

1 [. Beginnings of the Trouble With the Mother Country. — Three weeks. 

A. Conditions at the close of the French and Indian wars that 
should be kept in mind. 

1. A review of those conditions that had kept a continual 

warfare along the southern border and toward the west 
where the English colonists were pressing their claims to- 
ward the great interior valley. 

2. A study of those conditions in the old country which had 

kept England and France at warfare during the same pei- 
iod that the strained condition existed in the colonies. 

3. A study of the use to which the Indians had been ])ut, 

largely by the French, along this frontier, using them as 
a buffer between the conflicting English and French claims. 

4. In the light of all the above reviews, determine why ihe 

great victory at Quebec should have been a dav of great 
rejoicing both: 

a. For England, the mother country. 

/). For the colonists. 

5. A study of the reasons why England and her colonies at 

this time should have been knit more closely together 
than ever before in their common interests and should 
have found a basis of co-operation which would have l)een 
beneficial to bnih. 

a. Did the colonisls bear a large portion of the expense 
of the French and Indian war, as well as do a large pro- 
portion of the actual fighting? 

b. To what extent did England directly assist in the 
French and Indian war, and to what extent did she bear 
the expense? 



SIOUX CITY PUBLIC SCHOOLS 195 

c. What were the benefits derived by both parties out of 
this war? 

d. Study the condition of the colonies at the close of the 
war, as to population, industry, products which they should 
ship to the old country and which the old country was 
anxious to get, and also the products of the old country 
which the colonists needed to get in return. 

6. How the community of interests worked out. 

a. Do we find in reality that England and her colonists 
were more closely knit together in interests and under- 
standing after the fall of Quebec? 

b. Think of a half-dozen reasons for your answer to this 
question. 

c. What causes had there been for dissension between 
England and her colonies before and during the French 
and Indian war? 

1. In New England. 

2. In Virginia. 

3. In other colonies. 

d. Review at this time: 

1. The establishment of the House of Burgesses. 

2. The Body of Liberties. 

3. Other ideals of colonial liberty that developed in 
various periods of stress between the mother coun- 
try and her colonies. 

4. Can you reduce all these troubles to some one 
cause or principle of misunderstanding between the 
two parties. 

e. Make a study of the English way of looking upon the 
colonists. Remember that there are always two sides to a 
question and try to see the English side. 

1. The English idea that the colonists were their 
"subjects." Meaning of "subject" in the mind of the 
king? In the mind of the better class of English peo- 
ple? In the mind, perhaps, of those people who were 
avaricious or lacked understanding or generosity? 
What did Ben Franklin say of the colonists as "sub- 
jects?" (McLaughlin and Van Tyne, p. 139. 

2. What had been the attitude of the English sol- 
diers during the French and Indian war toward the 
colonial soldiers? What was the reason for this atti- 
tude? In what way did this attitude work out at 
Braddock's defeat? 

3. Was it natural for England to expect to grow 
rich out of her colonial possessions? What was the 
original idea of colonization; that of developing a new 



196 PKOGRKSS 

('onnlT'v which was to l)ecoine llie home otanew])eo- 
|)le, or was it ihe idea of hringing to the niotherlaiid 
the untold riclies which it was supposed could he 
picked up without idea of colonization or home-huild- 
ing? 

4. What class of people were supposed to make up 
the colonists in the minds of the control hng classes 
at home? In other words, were the colonists re- 
garded at home as inferior people? 

5. Was there a tendency in England to place the 
home interests ahead of colonial interests? 

/. After the close of the French and Indian war, in what 
way did the trade interests of England and of the col- 
onies cause trouhle? 

1. When one parly has something to sell and an- 
other something to buy are they usually free to place 
their own valuation upon the article? Is it a general 
principle that the seller is free to sell in his best mar- 
ket? What was the British idea with reference to col- 
onial trade in this respect? Can you give a plausible 
reason whv England considered it best that the trade 
of the colonies should be controlled by the English 
market? Was her attitude in this respect necessarily 
altogether selfish? 

2. What, however, was the effect of this attempted 
control upon American industry. 

3. What was the effect of this attempted control 
upon the American mind? 

4. Did this trade control emphasize the growing 
idea among the colonists that the mother country felt 
that they existed simply for her benefit? 

p;. Two English trade ideas. 

1. That the colonists must Imy all foreign materials 
either of England or through English merchants. 

2. That all colonial exports must be made to Eng- 
land and in English ships. 

B. The ('auses ot the Revolution. 

1 . In the light of the al)ove studies, organize the following 
acts of the English parliament. 

a. The sugar act. (1773.) 

h. W rits of assistance. 

c. "The Parson's act." 

d. The stamp act. 

e. The Townsend act. 

f. The posting of soldiers in Boston. 



SIOUX CITY PUBLIC SCHOOLS 197 

g. The tea act, 

h. The five intolerable acts. 

2. In connection with the above acts of the mother country, 

organize and relate the counter activities of the colonists. 

a. Patrick Henry's speech in the House of Burgesses and 
the following work of the Stamp Act Congress. 

b. The stamp act riots. 

c. The stamp act repeal and the work of Franklin and 
Pitt. 

d. Why the colonists contended that taxation without 
representation was unfair. 

e. The English idea; the city of Birmingham and other 
cities of England cited as examples. 

/. The work and pledge of Samuel Adams and its effect. 

g. The Boston massacre; its reason and result. 

h. Committees of Correspondence and how they brought 
about a real working colonial union. 

i. The Boston tea party. 

j. The First Continental Congress. 

Why it was so called; how it was called; when and 
where it was held; reasons for calling it; results of the 
Congress. 

k. The Declaration of Rights and the Articles of Associa- 
tion. 

3. Let us remember that the people were not all united in 

their attitude in England or in the colonies. 

a. In America there were many people, and among them 
many good people, who were British sympathizers. These 
people called themselves Loyalists, but by the patriots they 
were named Tories. 

b. In England there were countless American sympath- 
izers and among them many of the best people of England. 
At the head of these stood Pitt and Burke. 

c. Make a study of the activities of both classes of these 
dissenters, the Tories of America and Pitt and Burke 
and their followers in England. See if you can connect 
up the dissenters of England with the fact that the mother 
country found it necessary, later, to employ Hessians or 
German soldiers to send against the colonies. 

4. Give in your own words at least four reasons which you 

consider as the chief causes of the Revolution. 



198 P HOC R ESS 

C. Some Things to Do. 

1. Debate: "Resolved, lliat llie American desire for 'home 

rule' was unjust and unfair to the mother country." 

2. Debate: "Resolved, that it was perfectly right for the molher 

country to insist that all shipping should he done in English 
bottoms." 

3. Find a speech of Patrick Henry. Select one or two of its 

best paragraphs, memorize them, and speak them to the 
class in just tlie way you think Patrick Henry gave it. 

4. Pose the following scenes: If possible make water-color 

posters of each. 

a. The Boston tea party. 

b. The House of Burgesses with Patrick Henry speak- 
ing. 

c. The Boston riot. 

d. The First Continental Congress. 

5. Name the four characters that you consider as most import- 
ant among American patriots up to this time. 

a. Pose in character each of the four. 

b. Let each character recite a paragraph from some one 
of his speeches. 

7. Work out a typical patriot home scene with a supposed 

dialogue and dramatize it. 

8. Work out a typical home Tory familv scene with a sup- 

posed dialogue and dramatize it. 

9. Find out how the news of the developing colonial troubles 

was carried from point to point in the New World and 
from colony to colony. 

10. Picture the news of the British army's occupation of Boston 
being brought to Washington at his home. Work out the 
dialogue which you suppose may have occurred at the 
time, with Washington's promise of personal assistance 1o 
the ])eople of Boston and dramatize the scene. 

II [. The Revolution. — Three weeks. 

A. Beginnings. Make a detailed study of the following points: 

1. Gen. Gage in Boston. His attempt to fortify Boston. The 

effect upon the minds of the colonists and the general plans 
for resistance that were offered through various sources. 

2. The organization of minute men (why so called). The col- 

lecting and storing of firearms and war supplies. Astu<lv 
of (Concord and other su|)ply centers. 



SIOUX CITY PUBLIC SCHOOLS 199 

3. The reason for the light in old North Church tower and 

Paul Revere's ride and the general uprising of the colon- 
ists, and preparation for the protection of the stores at 
Lexington and Concord. Develop a map as each step of 
the war history is taken. 

4. The battles of Concord and of Lexington and the retreat 

of the British. This is an important date; be sure that it 
is memorized. 



5. The second Continental Congress. Place and date. 

Remember this congress became the general colonial gov- 
erning body during the entire Revolutionary period. Its 
first work. 

a. To authorize the raising of a continental army. 

b. To make George Washington commander-in-chief. 

c. Note that Washington would not take command of 
this army as yet for several weeks. 

6. The capture of Crown Point and Ticonderoga. 

Why was this a very important step? 

What man should we remember in connection with it? 

Was this done under the direction of Gen. Washington? 

7. The battle of Bunker Hill. Make a detailed study of this 

one battle. It will be necessary to understand just where 
this hill was located, where Breed's Hill was located, and 
the position of the English army. Was Washington con- 
nected with this battle? 

8. A study of Washington taking command of his armies and 

of the evacuation of Boston. What became of Howe and 
his army? 

9. Make an outline map of the colonies and note all the ac- 

tivities to date upon this map, leaving the map in such a 
condition that it can be used for the further activities of 
the war. 

10. A study of the second great work of the Continental Con- 
gress — The Declaration of Independence. 

a. Who presided over the congress? 

b. Who wrote the Declaration? 

c. Who were the four members of his committee? 

d. What was this Declaration and why was it written? 

e. What was its effect; did the Declaration itself free the 
colonies, or must they maintain the Declaration by force 
of arms? 

/. What is the story of Liberty Bell? 



200 PROGRESS 



g. Dramatize the meeting of the Continental Congress 
in which this Declaration was adopted. Find some great 
paragraph made in a speech at this time and let some 
member of the class memorize it and be able to give it as 
he thinks it was given in this congress. 



B. The War. 



1. Conditions have now become such that either the colonies 

must assure their entire independence (not partial inde- 
pendence), or the mother country must coerce them by a 
superior force to the dependent and inferior position which 
parliament and the king demanded of them. There could 
])e no half-way course. It must be remembered, however, 
that countless Englishmen, headed by Pitt and Burke, were 
friendly to the colonists and unfriendly to the English at- 
titude; consequently, England was not united at home and 
found it hard to enlist her own men against their colonial 
iMOthers. Was this an evidence of the rightness o( the 
colonial principle? 

2. The war began at Lexington in April, 1775; it virtually 

closed with the surrender of Cornwallis at Yorktown, Oc- 
tober 17, 1781; six and one-half years warfare; countless 
lives and great privation and sorrow was the cost of lib- 
erty of the new nation; a new nation that was destined to 
become the greatest nation of free people and the great- 
est example of self-government that the world has ever 
known. 

3. No attempt will be made to follow this war in detail. 
The general movements should be known and something 
of an idea of the great battles of this war should be stud- 
ied; one of these battles has gone down in history as one 
of the fifteen decisive battles of the world's history; per- 
haps could be classed as one of the five greatest battles 
when we consider what changes might have occurred in 
the world's history had this battle been lost. 

4. There were three distinct movements of the English that 

the pupil should keep in mind from the first in order that 
lie may classify the activities of the war. 
a. The northern movement or attempt of the English to 
unite New York City or Manhattan with Canada by es- 
tablishing a line of British control up the Hudson river 
and Lake Champlain, and in this way cut off New England 
from the rest of the colonies. If this could have been 
done, it would have been regarded as the cutting off of 
the head of the rebellion. 

h. The movement against the central slates, including 
i)ortions of New York, New Jersey, Pennsylvania and Vir- 
ginia. 



SIOUX CITY PUBLIC SCHOOLS 201 

c. The southern movement which, together with the 
northern movement, should have enabled the central states 
to have been easily conquered. 

Keep the above movements in mind and develop upon 
your map each phase of the situation, making a detailed 
study of the folh>wing points: 

1. The attempt of the English to take the central 
states. 

a. Two reasons in the minds of the English for 
tliis attempt. 

b. Keep in mind the movements of Wasiiing- 
ton and his generals in frustrating this plan. 

2. The capture of New York. 

a. Where was Howe? 

b. Where was the continental army? 

c. Why was New York regarded by the English 
as a particularly important point? 

d. Something of Washington's retreat and the 
reason for it. Is it sometimes good general- 
ship to retreat? Trace this retreat upon your 
map. 

3. A study of the defection of Lee and the capture 
of the Hessians at Trenton, Christmas night, and of 
the battle of Princeton, January 3rd. 

4. A study of the work of Robert Morris and its 
need. Its inspiring effect on the armv. 

5. A study of the attempt of Burgoyiie to come 
south from Canada in accordance with the first gen- 
eral plan of the English to cut off the middle colon- 
ies from New England. 

a. The plan for Howe to march north from 
New York and co-operate, and its failure. 

b. The plan of St. Leger to march eastward 
down the Mohawk valley from Oswego with In- 
dians, and its failure. 

c. How these three forces were to unite some- 
where, perhaps near the present site of Albany 
or Troy, and its failure. 

d. Be careful to work out all this on your map 
and determine for yourself how it would have 
divided the colonial armies and resources of the 
]>atriots. 

e. Be able to show why these plans failed and 
why Burgoyne was compelled to surrender at 
Saratoga. This is considered by Crecy as one of 
the fifteen great battles of the world. Can you 



202 PROGRESS 



/, What patriot generals made themselves 
world-famous at this time? 

6. The dark days of the war. The winter of 1777. 

a. A study of Washington's defeat at Brandy- 
wine and Germantown, and the reasons. 
h. A special study, with outside readings, con- 
cerning the winter at Valley Forge; the privations 
and hardships and starvations of the soldiers. 
The good work of Baron Steuben. Make also a 
general study of the revelation of the character 
of Washington, as brought out during this long 
winter of hardship, and also in the light of the 
lack of appreciation, brought about through dis- 
loyal generals and soldiers, bringing their influ- 
ence upon congress in an attempt to belittle 
Washington, even to remove him. 

7. A study of aid in a time of need. 

a. A study of how many European generals had 
obtained permission to aid the American col- 
onies during the preceding summer; LaFayette 
from France; Baron Steuben from Prussia; Pul- 
aski and Kosciuszko from Poland, and many oth- 
ers from European capitals. What did this in- 
dicate as to the justice of the American cause? 

b. Make a special study of Lafayette and his 
work during the remainder of the war. How 
was he regarded by Washington; how by the co- 
lonial soldiers; how by the people in general? 
How is he regarded today? 

c. Make a study of the work of Benjamin Frank- 
lin, an old man nearly eighty years old, in his 
trip to France to secure recognition of the inde- 
pendence of the new country and needed loans 
and assistance from the French army and French 
fleet. This is a very important study, for with- 
out its success it is quite doubtful whether or 
not the colonial cause would have carried. 

d. A study of the eff^ect of Burgoyne's surren- 
der as an assistance to Franklin in securing the 
recognition of the independence of the United 
States. 

8. A study of England's offer of peace as the result 
of the French recognition of the independence of the 
United States. Why was not this offer accepted? 
Did not England offer all that had been asked by the 
colonists before the war? Supposing the offer had 
been accepted, what would have been our position 



SIOUX CITY PUBLIC SCHOOLS 20:^ 

9. A study of the British movement from Pliiladel- 

phia lo New York. Why? 

a. The battle of Monmouth. 
h. The disobedience of Lee; what it cost us? 
His trial and disgrace. 

c. Be sure to locate upon your map the posi- 
tion of our armies. 

1. At this time Indian troubles were stirred up by 
Royalists and Tories. Make a study of these troubles. 
Who was Daniel Boone and what had been his work? 
Make a special study of the work of George Rogers 
Clark in quelling these Indian disturbances. 

2. A study of the story of the treason of Arnold. 

3. Make a special study of the work of John Paul 
Jones and of the privateers. 

4. A study of the sudden British movement in 
Georgia and South Carolina; of the good work of 
Gen. Green throughout the south, and of the ruse 
which finally drew Cornwallis north. 

5. A very brief study should be made of the work 
of Gens. Marion, Sumpterand Light-horse Harry Lee. 

6. A study of how the ruse of Green, together with 
the work of Lafayette, finally brought Cornwallis to 
Yorktown, to settle down upon the narrow strip of 
land lying between the York and James rivers. 

a. The position taken by Lafayette. 
h. The ruse of Washington in his movement 
south and at tlie same time holding Clinton to 
the north. 

c. The co-operation of the French fleet. 

d. The surrender of Cornwallis at Yorktown, 
October 17, 178L 

e. The effect of the surrender throughout 
America. 

/. The effect in England and Europe. 

g. The treaty of Paris, signed September 3, 

1783. 

1. The terms of this treaty. Why it did 
not include Florida and the southern lands. 

2. The date of the departure of the Eng- 
lish army from Manhattan. Why not two 
years before? 

3. The occupation of New York and Man- 
hattan by the United States army. 

4. Washington's farewell. 



204 PROGRESS 

h. Note that the treaty of Paris was signed 
nearly two years after the surrender of Corn- 
walhs. Officially we were not independent un- 
til this date. Why? 

C. Some Things to Do. 

1. Find in magazines, books, and the library, pictures which 

will give you ideas of the various points of the develop- 
ment of the Revolution. This work should be done every 
day during the study of the Revolution and certain pupils 
should be designated for the purpose of bringing in 
different supplementary materials. 

2. Work out an idea of the official patriot uniform. 

3. Work out an idea of the official British uniform. 

4. Make a study of the evolution of the American flag. 

Draw pictures of each of the various flags in use in the col- 
onies at different times and places until the final stars and 
stripes were adopted. Where was this flag made; by whom; 
under whose direction? How many stars had it and why? 
How many stars has it today and why? How many stripes 
had it and why? How were the red and white stripes ar- 
ranged? Are the stripes the same today as then? 

5. Not considering Washington, select your favorite Ameri- 

can revolutionary character. Be able to give reasons for 
your selection. 

6. Having selected your character, put him in some form in 

which he took action. Work out a supposed dialogue 
and dramatize the same. 

7. Debate: "Resolved, that Yorktown should have been sub- 

stituted for Saratoga as one of the fifteen decisive battles 
of the world." 

IV. The Making of the New Nation. — Four weeks. 

'^Is it possible to imagine just how the colonists must have felt after the 
treaty of Paris? Of course, there was rejoicing. There was a relief from the 
oppression of colonial days, but perhaps only the smaller portion realized 
anything at first of the added responsibilities which this independence had 
brought to them. But very few, perhaps, realized the great task that was 
before them. A nation — national life — means organization, government, 
control. A nation — like an individual — must possess means for its self- 
control, means for its protection and for the government of all its people. 
This was the problem that had to be solved by the colonists. 

At the time of the signing of the treaty of Paris, each of the thir- 
teen colonies had its own individual government and were loosely bound 
together through their representatives in congress into the semblance 
of national life, but as we shall see, this was of so weak a character as 
to be practically valueless. 



SIOUX CriY PUBLIC SCIIOOUS 2()S 

A. Tlie Articles of C.onfederalion. 

1. When and by whom adopted? 

2. Was it a l)asis of real government, or — 

3. Was it a basis of agreed co-operation — without effective 
force except as each state, through its representative in con- 
gress, or otherwise, saw ht to accept or reject. 

4. a. Discuss the following points [b] and determine: 

1. Whether each is necessary to the stability of a 
government. 

2. Whether or not each was provided for in the 
Confederacy. 

3. The effect of each point in the workings of the 
Confederacy after the close of the war, 

b. Points for discussion. 

1. Must the states and the people to be governed, 
through their representatives, sign an agreement to 
abide by the maintenance of the general government 
])ody, so far as that body is given authority by the 
states' agreement? 

2. Must such a government possess among its other 
functions an authorilalive law-making or legislative 
body? 

3. Must such a government possess among its other 
functions an authoritative executive or law-enforcing 
agency? 

4. Must such a government possess among its other 
functions an authoritative law-interjneting or judicial 
bodv? 

5. Must it regulate the character of its citizenship? 

6. Must it alone have power to coin money? 

7. Must it pay its debts or the debts contracted by 
the organization that gave to this government its 
authority? 

8. Must it have power to tax its citizenship and col- 
lect revenue for the necessary expense of the dis- 
charge of its governmental functions? 

9. Must it have power to regulate commerce and 
foreign shipping? 

10. Must it alone have power to send representatives 
to foreign courts to transact the business of the na- 
tion? 

11. Can you think of other powers a central national 
government must have in order that it may be effec- 
tive. 



206 PROGRESS 

5. In the light of the above discussions, make a study of the 
following troubles with which the Confederacy found it- 
self surrounded. 

a. An empty treasury and the resignation of Robert Mor- 
ris. 

b. Refusal of the individual states to give congress power 
to collect customs duties in the various state ports. 

c. Trouble in settling disputes with England concerning 
the lines of forts she still maintained within our northern 
borders and with Spain along our southern borders, and 
with the piracy troubles of the Barbary states. 

d. Jealousies between the states and state quarrels over 
trade and trade relations. 

e. Poor money in circulation; paper money issued by 
various states valueless outside their borders; the mutila- 
tion of coins, etc. 

/. Shay's rebellion. 

g. The western land claims and the ordinance of 1787. 

h. The beginnings of a public cry for a central enforc- 
ing government and, on the part of a great many, for a 
king. 

i. The Annapolis convention of 1786. 

j. The Philadelphia convention of 1787. 

1. How called. 

2. How representatives were selected and sent. 

3. Names of a half-dozen of the most prominent rep- 
resentatives. 

4. Why James Madison was called the "father of the 
constitution." 

5. A study of the two parties evident in the con- 
vention and of their contentions. 

a. How these contentions were settled. 

b. The great compromise. 

c. The question of slavery in the convention. 

d. The date and the method of the adoption of 
the new constitution. 

6. A study of how this constitution was to be rati- 
fied and of the discussion that took place in the var- 
ious states before its ratification. 

a. The number of states necessary to ratify. 

b. The first state to ratify. The ninth state to 
ratify. The last states to ratify. 

7. Make a study of the new constitution in the fight 
of the essentials of a centralized government which 
were discussed above. 



SI(3UX CITY PUBLIC SCHOOLS 207 

Did the new constitution seem to meet these needs 
and promise to remedy the weaknesses or defects of 
the Articles of Confederation? 

B. The Westward Movement. 

1. The following study has heen hinted at in the Indian trou- 
hles which were discnssed during the Revolutionary war 
and which James Rogers Clark was sent to quell, but a 
little time should be taken here for a more extended study 
than was given at that time. 

a. Find reasons why Kentucky was first settled and make 
a thorough study of the life work of Daniel Boone. 

b. Follow out the study of the early history of Kentucky 
and of the beginnings of Tennessee. 

c. Make a study of the state of Franklin, the territory 
which it embraced, and find out what finally became of it. 

d. A study of the beginnings of war. 

e. The ordinance of 1787. 

f. The territory northwest of the Ohio. 

g. The relationship which the people of Kentucky, Ten- 
nessee and the south territory naturally established to- 
ward New Orleans as their point of export. If New Or- 
leans should pass into the hands of an unfriendly nation, 
what would be necessarily the effect upon these peoples? 
Would such an unfriendly nation be likely to attempt to 
secure possession of the territory embraced in these set- 
tlements. 

C. A brief study of the conditions of life and industry about 1790- 
1800. 

1. The population at this time. Note that ihe first national 

census was taken in 1790. 

a. Where was the great mass of ihis population to be 
found? 

h. Work out a study of city life as it existed at this time, 
making a typical study of New York City and of Philadel- 
phia. 

2. A study of the farm life of this time; the various activities 

of the farm; how the farmer was his own shoemaker, tailor 
and mechanic. What were the principal products and the 
types of life upon the farm? 

3. A study of the manufacturing of 1800. 

a. What was manufactured at that time? 
h. Where was this manufacturing done? 

4'. A study of foreign and domestic commerce. 



208 PROGRESS 

5. A study of the south and of southern activities. 

a. Effect of the discovery of the cotton gin. 
h. Effect of slavery upon cotton production. 

6. A study of the postoffice and of postage at this time. 

7. A study ot education and of useful inventions. 

D. The Beginnings of National Life. 

1. Make a thorough study of the method of transfer of the 

old government under the Confederation to the new gov- 
ernment under the constitution. 

a. Just how was the election brought about? 

1. Of the new president and vice president. 

2. Of the new congress?. 
h. The election and its result. 

1. Names of the president and vice president. 

2. How was it determined which should be presi- 
dent and which should be vice president. 

c. Make a study of Washington's inauguration. 

1. Where was the national capital at this time? 

2. When was the inauguration? 

3. A study of how it was done? 

d. The first cabinet and its work. 

1. How appointed. 

2. Personnel of the cabinet. 

3. Other appointive offices. 

e. How was the judiciary department established? 

What appointments were made and how did the full 
machinery of the government finally begin its work? 

2. Make a study of the work and life of Alexander Hamilton 

and his success in solving the financial troubles of the 
new goveriiment. 

a. The first tariff". Note that this was a tariff" for rev- 
enue. 

b. Taking care of the foreign debt. 

c. The assumption of state debts. Something of the 
antagonism of the south toward this and how they were 
won over to assumption by the promise of the location of 
the national capital at Washington, D. C. 

d. The establishment of the national bank. 

e. The excise tax and the result. Whiskey rebellion. 






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SIOUX CITY PUBLIC SCHOOLS 209 

3. Make a study of the beginnings of political parties. In 

Washington's cabinet the two great leaders, Hamilton and 
Jefferson, were often found upon opposite sides of the 
great questions which arose in the formation of the new 
national policy. 

a. Make a study of the two men and see in just what way 
the ideals of life and the character of the two men would 
necessarily cause them to take opposite views of great 
questions. 

b. Hamilton, Secretary of the Treasury, stood for a strong 
centralized government which should control without ref- 
erence to state discussion those questions that were nec- 
essarily national in their aspect. Make a study of the 
ideals for which he stood. 

d. Jefferson, the Secretary of Foreign Affairs, believed 
just as strongly in the supremacy of the state in managing 
many of these governmental affairs and that the central 
government could not take away from the state its right to 
determine for itself its attitude upon any question. Make 
a study of the ideas for which Jefferson stood in these dis- 
cussions. 

4. Make a study of the two new parties and the principles of 

each. 

a. The Federalist. 

h. The Republican (later called the Democratic. Why?) 

c. In what parts of the country would the Federalists pre- 
dominate and why? 

d. In what portions of the country would the Republi- 
cans predominate and why? 

5. Make a study of the French and English troubles that arose 

at this time and how the United States first established a 
precedent of national neutrality. 

6. Make a study of Washington's second election and in 

connection with his second administration of: 

a. The Georgia treaty. 

b. The Spanish treaty. 

c. Of Washington's refusal of a third term. 

7. Make a study of the election of Adams and Jefferson and 

show how, in accordance with the constitution, it was pos- 
sible to elect a Federalist president and a Repulican vice 
president. 

8. Make a study of the X-Y-Z incident. 
a. Its cause. 

6. Development of the trouble. 



210 PROGRESS 

c. How settled and the treaty of settlement. 

9. Make a study of the three offensive laws and how they 
probably were instrumental in the final overthrow of the 
Federalist party. 

a. The alien law. 

b. The naturalization act. 

c. The sedition law. 

10. Make a study of the future of the Federalists and of the 
election by the House of Representatives of Jefferson as 
president and of Burr as vice president. 

a. What was the reason for the necessity of this election 
by the House of Representatives? 

b. Was such a crisis provided for in the constitution. 

c. Show how Hamilton, a Federalist, was finally instru- 
mental in making Jefferson president, rather than Burr, 
and keep this point in mind with reference to future trou- 
bles between Burr and Hamilton. 

E. Things to Do and Find Out. 

1. Through what political trade between north and south was 

the national capital established at Washington? 

What did the north get in this trade? 
What did the south get in this trade? 
What political precedent was started by this trade? 

2. Debate: "Resolved, that the presentation of candidates for 

president and vice president by political parlies was un- 
constitutional and a bad thing for good government." 

3. Debate:. "Resolved, that Alexander Hamilton was a far 
abler statesman than Thomas Jefferson." 

4. Dramatize the inauguration of Washington. 

5. Write in your own words five principles that you consider 

representative of Hamilton and his party. 

6. Write in your own words five principles that you consider 
representative of Jefferson and his party. 

7. Dramatize a scene that you think typical of Daniel Boone 

and his work. 

8. Find and bring to class as many pictures and cartoons as 

you can find illustrating the various questions under dis- 
cussion. 



SIOUX CITY PUBLIC SCHOOLS 211 

6. Paint in water color a large poster representing some one 
or more of the following events: 

a. Representative of the westward movement. 

b. Representative of southern industry. 

c. Representative of northern industry. 

d. Washington's inauguration. 

e. Washington's cabinet. 
/. Travel in 1800. 

g. City life in 1800. 

h. A scene on the Tennessee or on the Ohio river in 
1800. 

i. A typical farm scene of this time. 

V. The Rule of the Republicans. (Later Times Called Democrats.) — 
Five weeks. 

A. Jefferson's Administration. 

Personal and political qualifications of the man who is now re- 
garded as the founder of Jeffersonian democracy. 

a. Personal character. Especially those points that tended 
to make him popular. 

h. How he differed particularly from Adams. 

c. Some ideas from his inaugural address. 

d. His policy toward national expenditure and the reduc- 
tion of the national debt. 

2. The Louisiana purchase. 

a. The territory it embraced. 

b. How it came into the possession of France. 

c. Why France at this time was willing to sell. 

d. The total purchase price and the cost per square mile 

and per acre. Compare with present valuation of 
northwestern Iowa lands. 

e. The effect of that purchase. 

1. How it probably avoided war with Spain and per- 
haps with France. 

2. The opening of Mississippi river commerce to the 
settlers of Kentucky, Tennessee and west of the Alle- 
gheny mountains. 

3. The attitude of the Federalists towards this pur- 
chase and their personal attack upon Jefferson. 

4. The field of western emigration open and the 
necessity for knowing more of the purchased terri- 
tory. The government exploration party sent out 
under Lewis and Clark. 



212 PROGRESS 

5. Make a special study of the work of Lewis and 
Clark. 

a. What did they accomplish in the purchased 
territory. 

h. Show how they were instrumental in bring- 
ing knowledge of a new territory and adding the 
Oregon territory to the United States. 

6. Show how the addition ot this great amount of 
territory was criticized by a great many people, espec- 
ially by the Federalists; the natural point of opposition 
being that the territory was too large to make it pos- 
sible to be controlled by the government at Wash- 
ington. 

a. Make a study of the great discovery of Rob- 
ert Fulton and of how his discovery affected the 
claims made against the purchase and title to the 
above territory. 

b. Work out something of the idea of how bet- 
ter transportation lessens distance. 

B. Jefferson's Second Administration. 

1. A study of the war with the Barbary states. 

2. A thorough study of our shipping troubles with both 

France and England and the attitude taken by both to- 
ward our commerce. The English claims of the right of 
seizure and the right of search. 

a. Make special study of the Chesapeake affair. 

h. A study of the American embargo declared by Con- 
gress. 

1. Its purpose. 

2. Its results. 

3. A short study of the life of Aaron Burr, his character and 

qualifications for service. 

a. His duel with Hamilton. 

b. Jealousy of his position. 

c. Burr's treason and trial. 

d. Show how the Louisiana purchase was really a pro- 
tection against Burr and others who might have had some 
ideas in mind. 

C. A Study of Madison's Administration; Something of the Elec- 
tion and of His Vice President and Cabinet. 

1. Note that Jefferson could to all probabilities have been 
elected for a third term but refused to accept the nomin- 
ation. Why? Note that Washington did the same thing. 
This seems to establish a precedent and "no third term" 



SIOUX CITY PUBLIC SCHOOLS 213 

has been generally accepted as a good policy since that 
time. Why? 

Compare this idea with that of the presidency of other 
repubUcs, such as Mexico, France, etc. 

2. A complete study of the war of 1812. — The second war for 

independence. 

a. Cause. 

b. The opening incidents. 

c. Note that certain portions of our country were very 
much in favor of this war and certain other portions very 
much opposed to it. Why? 

d. The opening of the war at Tippecanoe. Why? 

e. Make a special study of the leading events of the war 
as they followed: 

1. The military events. 

2. A particular study of the events at sea. 

/, The Hartford convention and what it really stood for. 
Was it in reality an expression on the part of the north of 
state rights and of the right of nullification. 

g. The battle of New Orleans ane the treaty of Ghent. 
Date? 

1. What was secured by this treaty? Did the Uni- 
ted States really gain by the treaty the principle for 
which they were fighting? 

2. Did they gain their point, however, in actual fu- 
ture practice? 

3. Show why the battle of New Orleans would have 
been unnecessary had the telegraph at that time 
been an established factor. 

4. Show why this war was really a second war for 
independence, and that only at the close of this war 
did the United States take its place among nations. 

5. Make a study of the war cost, both in money and 
in American lives. 

3. A study of the tariff of 1816. 

a. Effect of the embargo of 1807 and the war of 1812 
upon American manufactures. Show how these two 
events had fostered the manufacture in the United States 
of furniture, boots, shoes, candles, cotton goods, etc. 

b. After the treaty of Ghent make a study of the effect 
of the competition of foreign manufactured goods upon 
our industries. 



214 PROGRESS 

c. A study of the beginnings of the so-called protective 
tariff. 

1. What was the reason for this tariff? 

2. What section of the country would be particu- 
larly benefited by it? 

3. What articles were to be protected? 

d. Discuss the difference between a tarrifif for revenue 
only and a protective tariff. 

D. Signs of a New National Life. 

1. A study of the making of new states. 

a. The admission of new states of Vermont, Kentucky 
and Tennessee. 

b. Westward movement following the war of 1812; the 
movement of New England emigrants along the Mohawk 
and through western New York into northern Ohio, and 
from Pennsylvania and Virginia across the mountains to 
Pittsburgh and down the Ohio, leading to the settlement 
of Ohio and her acceptance as a state in 1803. 

c. Louisiana, 1812. 

d. A study of the movements which resulted in the state- 
hood of Indiana, 1816; Mississippi, 1817; lUinois, 1818; 
Alabama, 1819; and the influence which the addition of 
all these states had in the strengthening of the union and 
in the importance of the nation. 

e. Make a study of the admission of Alabama, Maine, 
Missouri and New Hampshire, and the dates of their ad- 
mission. 

2. Make a study of the election of Monroe; the party which 

he represented; his vice president. 

3. A study of the purchase of Florida. 

4. A study of the Missouri Compromise. 

a. The cause for this Missouri trouble. 

b. What were the free states and slave states of the orig- 
inal thirteen. 

c. What was stipulated in the ordinance of 1787 con- 
cerning the northwest territory? 

d. Witli this stipulation in the ordinance of 1787 what 
was the feeling of the south concerning territory south of 
the Ohio river. 

e. Make a study of the character and work of Henry 
Clay and his influence in securing this compromise. Note 
the three essential points in this compromise. 

1. The admission of Maine as a free state. 



SIOUX CITY PUBLIC SCHOOLS 215 

2. The admission of Missouri as a slave state. 

3. The extension of the southern line of Missouri 
through the Louisiana purchase with agreement that 
territory north of that line should forever remain 
free. 

/. In connection with this study of the Missouri Com- 
promise, review the beginnings of slavery up to this time. 

5. Internal improvements. 

a. The steamboat has already been discussed. 
h. The building of national wagon roads. 

c. The development of canals. 

d. The beginnings of the railroad. The first railroad; 
type of cars, locomotives, etc.; where built. The begin- 
nings of the Baltimore and Ohio railroad. 

6. The beginnings of American literature. 

a. A study of Irving and Cooper. 

h. William CuUen Bryant; Ralph Waldo Emerson; Na- 
thaniel Hawthorne; Henry Wadsworth Longfellow; John 
Greenleaf Whittier; Oliver Wendell Holmes. A special 
study of the political literature which had developed, 
especially "Hail Columbia," "Adams and Liberty," "The 
Star Spangled Banner," "The American Flag." 

7. The Monroe Doctrine. 

Make a special study of this Doctrine. What was 
meant by "America for Americans?" The reason for the 
promulgation of the Doctrine by Monroe and something 
of what this Doctrine really intends. 

8. The era of "Good Feeling." A study of this era and why 

it is so named. What was the influence of this era 
upon national life and note that John Adams and Thomas 
Jefferson publicly renewed their friendship. The influ- 
ence of Monroe as a peacemaker throughout the nation. 

9. The election of 1824. Study this election which resulted 

in the choice of John C. Calhoun as vice president, but in 
which no majority for the president was secured in the 
electoral vote. 

a. At what time had this happened before? Who was 
elected president and through whose influence was he 
selected. 

h. At this time, who were the candidates before the 
House of Representatives? Note that Adams was elected 
president over Jackson, probably through the influence of 
Henry Clay. 



216 PROGRESS 

c. Make a study of the claims that were made with ref- 
erence to the bribery of Clay in this matter, and note how 
it was influential in destroying the efficacy of the admin- 
istration of Adams, which otherwise would probably have 
been one of the most important administrations in our 
early history. 

10. The origin of the Whig and Democratic parties. 

a. Make a study of these two parties and of their real 
relationship to the original Federalist and Republican 
parties. 

b. To what exteat did industry and a protective tariff" 
enter into the discussion of these two parties? 

c. What is the meaning of strict construction as applied 
to the politics of these times? 

d. What was the general idea of the Democratic party 
from the standpoint of every man's voice in politics and 
government? In accordance with the Democratic idea, 
should any man hold any office more, perhaps, than one 
term? What arguments could be brought against this? 

11. With the formation of the Whig and Democratic par- 
ties and the strong political sentiment that had devel- 
oped through the country, together with the feeling 
which had been engendered by the so-called bribery of 
Clay in the election of Adams, would we expect Adams to 
be re-elected for a second term? 

E. A Three Weeks' Review. 

Give this time to a review of the year's work, especially de- 
veloping — 

1. The overlapping claims of the French and English and the 

results. 

2. The causes of the Revolutionary war; the meaning of 

the Declaration of Independence; the character of Wash- 
ington, and the patriot army as opposed to the trained sol- 
diers of England; the three turning points in the Revolu- 
tionary war; and the result of the war in the treaty of Paris. 

3. The strong points of constitutional government over the 

Articles of Confederation. 

4. The development of national life; the manner of the be- 

ginnings of governmental machinery; the administrations, 
with their dates; the changes in the methods of the 
election of president and vice president; the two occasions 
in which the president had to be selected by the House of 
Representatives; the beginnings of the protective tariff" and 



SIOUX CITY PUBLIC SCHOOLS 217 

the beginnings of the struggle between the ideas of strong 
centralized government and state rights; and the sowing of 
those seeds which were finally to culminate in the great 
anti-slavery crusade. 



SIOUX CITY PUBLIC SCHOOLS 219 



EIGHTH YEAR 



I. There is no special need for a general discussion of the Eighth 
Grade history from the standpoint of method. The Eighth Grade teacher 
should be thoroughly familiar with the discussion given in the develop 
ment of the Seventh grade and should emphasize the points, which have 
been stressed in that outline. 

a. The geographic factor. 

b. Sub-racial and national interests. 

c. The industrial or social factor. 

d. The political factor. 

All that was said concerning the type of recitation and topic discussion 
applies with even greater force to the Eighth grade. There should be no 
"pump handle" recitation work in Eighth Grade history. Each child 
should contribute his entire knowledge concerning any topic assigned 
and should be trained in the analytical arrangement of those influences 
that underlie his subject. When he completes his recitation, the class 
as a w^hole should be held responsible for the correction of mistakes 
and for fhe addition of those facts that he may have omitted. 

II. The Use of the Text. 

The method explained in the Seventh grade of the use of at least 
four basic texts, instead of one, will be continued throughout the Eighth 
grade. These texts are as follows*, 

Thwaits and Kendall, "A History of the United States." 

Forman, "History of the United States." 

Mace, "A School History of the United States." 

McLaughlin and Van Tyne, "A History of the United States." 

The teacher should see to it that no one of these texts pre- 
dominates and that the child to whom a text has been assigned 
shall be responsible for the contribution of that text in the discus- 
sion of his topic. It might be well at least twice during a semester to 
change the texts about in the class, in order that the different pupils may 
become familiar with the attitude of the different authors toward the 
historical problem. 

III. The Historical Background. 

It is always well to be sure that the background of history is well 
developed and kept in mind by the class. Frequent reviews are neces- 
sary in order that the child may not dismiss the problem and live only 
in the discussion of the day's or week's topics. Keep constantly before 



220 PROGRESS 

the child the idea that history is a growth; that every new problem 
has developed out of a series of preceding problems; and that unless 
this background is continually in mind, the present day problem cannot 
be understood. 

IV. Our Attitude Toward War. 

The Eighth Grade outline necessarily reviews all of our early wars 
and develops our war with Mexico and the Civil war. Some of our wars 
are not at all to the credit of the United States and it is well that these 
wars be not stressed. Our Civil war was a war of necessity; a great in- 
dustrial and social question had arisen and it seemed that every effort to 
avoid the war was made that it was possible to make. War was inevitable 
and the progress of our country depended upon the settlement of those 
questions which for social and industrial reasons had divided the north 
and the south into two absolutely hostile camps. 

But even in this case, it is the social and industrial question in 
which we are interested; it is the outcome of the war, the reconstruc- 
tion, the reorganization and the reunionizing of our states and the de- 
velopment of the principle which abrogated the idea of state sovereignty 
and established forever the idea of a perpetual union of states that is 
particularly to be emphasized at this time. 

The study of a battle, the movement of the right wing and the left 
wing, the numbers killed or wounded, the detail of each movement, is 
not of historical significance. The one great fact outside of principle that 
it is a good thing for our boys and girls to learn, is the awfulness of carn- 
age, the horror of war, the unnecessary loss of lives, and the necessity 
of developing a principle of action between states and nations that shall 
make war in the future unnecessary and establish in its place some 
form of centralized international control. 



THE JUNIOR SEMESTER 

I. A Two Weeks' Review. 

There are a few fundamental historical facts that need constant re- 
view. They must be kept in mind in order that the development of the 
Eighth year may be properly related. 

A. The Wars That Established Us as a Nation in Eyes of the 
World. 

This study should embrace the following: 

The dates of each war; the causes of each war; the vital 
principles involved; the results of each war; treaties growing 
out of each war; dates and places of treaty; how later develop- 
ments have proven each war to have been of importance. 

With the study of each war relate the two or three men that 
should be remembered, the one or two principal battles, and 
dates and places. 



SIOUX CITY PUBLIC SCHOOLS 2^1 

1. The French and Indian war. 

2. The Revolution. 

3. The war of 1812. (By what other name is it sometimes 
known?) 

B. A Review of the Adoption of the Constitution. 
.1. Its need; of what did it take the place. 

2. Men we should remember. 

3. Dates and places. 

C. A Review of the Growth of Our Territory. 

1. Territory embraced in the thirteen original colonies. 

2. The colonies first signing and forming the "original United 

States." 

3. Colonies signing later, until all the thirteen were in. 

4. The addition of territory from that time until Jackson's 

administration. 

a. Secured from what sources? 

b. How secured? 

c. Date secured? 

d. What opposition was offered to its acquirement? 

5. Make a chart of this territory. 

D. Admission of States. 

1. Make a study of the difference between "territory" or 

"a territory" and "a state." 

2. How does the United States constitution recognize this 
difference? How may a territory become a state? 

3. How is territory or "a territory" governed? 

4. What territories do we have at this present time (1916)? 

How are they governed? 

5. Make a study of some one United States territory. Its 

government; its protection; its schools, etc. 

6. Make a study and chart (map) all states admitted from time 

of original thirteen up to Jackson's administration. Let 
this same map chart also all the territories belonging to 
the United States at the time of Jackson's administration. 

E. Be Able to Name All Presidents Up to Jackson. 

1. Be able to give number of terms of administration. 



222 PROGRESS 

2. The party each represented. 

3. Method of election, if special. 

4. Principal issue involved in each admistration, if of value. 

F. A Review of Political Parties. 

1. How and where they first arose. 

2. Changes involved up to Jackson's administration. 

3. Principles for which each party stood. 

G. A Review of the Monroe Doctrine. 

1. Reasons for its pronouncement. 

2. By whom. 

3. What the Doctrine really involved. 

4. Reasons for opposition. 

H. The Protective Tariff. 

1. What is a tariff? 

2. Difference between a tariff for revenue only and a protect- 

ive tariff. 

3. The beginnings of protective tariff. By whom advocated? 

Reasons. 

4. Objections to the protective tariff. By whom advocated? 

Reasons. 

I. A Review of the Doctrine of State Sovereignty. 

1. State sovereignty before the constitution. 

2. State sovereignty in the constitutional debate. 

3. The developments in the discussion concerning state sov- 

ereignty and why it was rapidly becoming an issue at the 
time of the beginning of Jackson's administration. 

J. Review of Slavery. 

1. When first introduced. 

2. Growing restriction upon slave territory and reason there- 

for. 

3. Slavery and state sovereignty. 

K. Men to Remember. 

The pupil should be able to write a 100 to 300 word biography 
concerning the work of any of the following characters: 

1. Columbus. 



SIOUX CITY PUBLIC SCHOOLS 223 



2. 


Magellan. 


. 3. 


Balboa. 


4. 


The minor explorers as Cortez, DeSoto, etc, 


. 5. 


Drake. 


6. 


Raleigh. 


7. 


Champlain. 


8. 


Henry Hudson. 


9. 


Marquette and other French fathers. 


10. 


John Smith. 


11. 


Daniel Boone. 


12. 


Roger Williams. 


13. 


William Penn. 


14. 


George Washington. 


15. 


Wolf and Montcalm. 


16. 


George III. 


17. 


Patrick Henry. 


18. 


Samuel Adams. 


19. 


John Adams. 


20. 


Thomas Jefferson. 


21. 


Benjamin Franklin. 


22. 


Lafayette. 


23. 


George Rogers Clark. 


24. 


John Paul Jones. 


25. 


Alexander Hamilton. 


26. 


Washington Irving. 


27. 


James F. Cooper. 


28. 


William Cullen Bryant. 


29. 


Henry W. Longfellow. 


30. 


J. G. Whittier. 


31. 


Nathaniel Hawthorne. 


32. 


Oliver Wendell Holmes. 



L. Dates to Remember. 

1000 — Norse discovery of America. 
1492 — Discovery of America. 
1519 — Magellan sails around the world. 
1607 — Settlement of Jamestown. 
1619 — Slavery introduced into Virginia. 
1620 — Pilgrims land at Plymouth. 
1643 — Confederation of New England colonies. 
1754 — Colonial congress at Albany and Franklin's plan of un- 
ion. 



224 PROGRESS 

1765 — Stamp A.ct and Stamp Act congress. 

1775 — Lexington, Concord, Bunker Hill. 

1776 — Declaration of Independence. 

1777 — Saratoga, Burgoyne's surrender. 

1781 — Yorktown, Cornwallis' surrender. 

1789 — First congress in New York; Washington inaugurated. 

1793 — Cotton gin invented. 

1803 — Louisiana purchase. 

1807— Fulton's steamhoat, 

1812— War with England. 

1820 — Missouri compromise. 

1823— Monroe Doctrine. 

1826 — First railroad. 

1844— First telegraph. 

1846 — Invention of sewing machine. 

1846-48— War with Mexico. 

II. The Rise of Political Power in the West. — Three weeks. 

A. It was said that in the House election of 1824 Jackson was de- 
feated greatly to "the disappointment of himself and the iCestT 
What was meant by the phrase and the west. Was Clay a west- 
ern man? 

B. A study of manhood suffrage and the overthrow of the congres- 
sional caucus. What had the western states to do with the 
overthrow? How is presidential nomination made now? What 
change in present methods is advocated and in use in some 
states? 

C. A study of the election of 1828 and its results. Jackson's ad- 
ministration. A study of Jackson as a typical western man. 

D. A study of the changes in the great political leaders. In place 
of Washington, Adams, Jefferson and Hamilton, we find Jack- 
son, Clay, Calhoun and Webster. Make a study of each. 
Note particularly the location of their homes and sectional in- 
fluence. 

E. A Study of the "Spoils System" and the "Gerrymander." 

1. Why was the "Spoils System" an evil political measure? 

2. Why did Adams refuse to use it? 

3. How did the word "Gerrymander" arise? 

4. What was its (Gerrymander) use? 



SIOUX CITY PUBLIC SCHOOLS 225 

F. A Study of the Debate Between Webster and Hayne. 

1. What was the initial cause of the debate? 

2. What was its real subject? 

3. A study of the protective tariff, hard times and nullifica- 

tion in South Carolina. 

4. The compromise tariff of Henry Clay. 

5. Place sectionally: Jackson, Clay, Calhoun, Hayne, Web- 

ster. 

From this standpoint, what attitude would we expect 
them to take on the above great questions? 

6. Find a specially good passage from the debates or speeches 

of each and memorize it. Then speak it to the class as 
you think they spoke it. 

G. A Study of the Bank of the United States. 

1. Review its establishment. 

a. Reasons for its establishment. 

b. Its success. 

2. Reasons why Jackson opposed it. What had "the west" 

to do with it? 

a. Result. 
h. Pel banks. 

c. Distribution of surplus and specie payment. 

H. A Study of the Panic of 1837. 

1. Conditions. 

2. Reasons. 

3. The establishment of the "Independent Treasury" by Presi- 

dent Van Buren. 

a. Does this treasury still exist? 

h. Are school district, county and state funds kept in an 
independent treasury or by bank system? Make a spec- 
ial study of this point. 

I. A Study of the New Whig Party and the Election of Harrison. 

1. The "log cabin" campaign. 

2. Harrison's Death and Tyler's Administration. Had the 

death of a president and accession of a vice president hap- 
pened before in United States history? 
a. What was the effect on the political situation? 
h. Why? 



226 PROGRESS 

3. Results of the Whig party program. 

J. A Study of the Webster-Ashburton Treaty. 

K. Industrial and Social Growth. (Note relation of each to the 
development of the west or other sections.) 

Make a study of the following: 

1. New states admitted. 

Arkansas, 1836 — Slave. 
Michigan, 1837— Free. 
Florida, 1845— Slave. 
Texas, 1845 — Slave. 
Iowa, 1846 — Free. 
Wisconsin, 1848 — Free. 
California, 1850 — Free. 
Minnesota, 1858 — Free. 
Oregon, 1859 — Free. 
Note how the balance of power (slave) has been forever broken. 

2. A study of immigration and its effect, 1830-1660. 

a. Mainly from Ireland and Germany. 

b. Reasons. 

c. New problems involved. 

3. Growth in population from 1830-1860. 

a. Mostly where? 

b. Effect. 

c. City development. 

4. Growth in morals and education. 

a. Churches. 

b. Papers. 

c. Schools — public and private. 

5. Inventions and inventors. 

a. The harvester. 

b. The threshing machine. 

c. The sewing machine. 

d. The telegraph. 

e. The Atlantic cable. 

6. Industrial factors. 

a. Coal. 

b. Iron and steel. 



i 



SIOUX CITY PUBLIC SCHOOLS 227 

c. The first world's fair, 1853, at Crystal Palace, New 
York. 

d. Railroad development. 

e. Steamship development. 
/. Perry's visit to Japan. 

g. Progress in manufacture. 

7. A brief study of the Morman movement, 1828-1860. 

L. Things to Think About. 

1. Why the West, the East, the North, the South, should each 

be seeking political power. Would Georgia and Virginia 
find themselves in harmony with the east? Would Arkan- 
sas be found in full sympathy with Iowa? What is meant 
by west, east, north, south? 

2. Make a study of the original constitutional idea and method 

of the election of the president and vice president of the 
United States. 

Follow the changes that have taken place in this meth- 
od up to the present time. Reason for these changes. 

3. Debate: "Resolved, that the original method for the elec- 

tion of the president and vice president was superior to 
our present method." 

4. Find if any trace of the "spoils system" survives in our 

politics of today. What do you think of it? 

5. What sort of tariff have we today? What does each politi- 

cal party advocate concerning the tariff? 

6. What time (dates) is covered by this period? Rise of po- 

litical power in the west. 

What parties in power? 
Who were the presidents? 

M. Some Things to Do. 

1. Find pictures of men prominent in these years and make 

a period chart of them. 

2. Make a period chart of the industries, making the draw- 

ings by class community work. 

3. Make a map of the United States showing original states, 

states admitted previous to this period and states admit- 
ted during this period. Let your chart also show plainly 
the slave and non-slave territory. 



228 PROGRESS 

III. The Growth of Sectional FeeKng.^Five weeks. 

We have now arrived at that point in the history of our country 
where the cancer of slavery had grown so large and caused so much 
feeling that it has become the one absorbing topic of industrial, po- 
litical and social discussion. Everything of a national character, all 
progress indeed, seemed to hinge largely upon the settlement of the 
slavery question. 

The soil, climate and industries of the North were so different from 
those of the South that their interests were seemingly opposite in 
character. Therefore, there arose the sectional feeling which became 
the absorbing topic of thought, conversation, newspaper discussion 
and congressional debate. 

We should always remember that this feeling and movement were 
always essentially industrial questions and entered politics only 
as a possible means of the solution of an industrial problem. It 
became social only through the misunderstanding of the motives of 
the North and South. 

A. Beginnings of Trouble. 

1. Let us consider some facts concerning slavery. 

a. Ideas of slavery in olden times. 

1. How and w^hen introduced. 

2. Opposed by few except Quakers. 

b. The slavery compromise of the constitutional conven- 
tion. 

1. Attitude of Jefferson and Madison toward slav- 
ery. 

2. Slavery in northwest territory. 

c. Effect of invention of cotton-gin upon slavery and the 
corresponding industrial southern attitude toward slavery. 

d. Tending to push westward — Kentucky, Tennessee. 
Ohio, Indiana, Illinois. 

e. The Missouri Compromise. 

1. A study of what this compromise embraced. 

f. Why cruelty grew as slavery grew. 

g. The colonization society and the settlement of free 
Negroes at Liberia, Africa. Why it failed. Ideas con- 
cerning the liberating of slaves. 

2. The movement against slavery. 

a. The work of Benjamin Lundy. 
h. The work of William Lloyd Garrison. 
c. The general work of reform and its effect upon slav- 
ery. 

1. Poor debtors. 

2. Prison reform. 



SIOUX CITY PUBLIC SCHOOLS 229 

3. Insane, blind, dumb, reforms. The work of Dor- 
othy Dix. 

4. Education of common people, and Horace Mann. 

d. Anti-slavery literature. The Liberator, etc. 

e. Establishment of abolitionist societies and their work. 

3. The reaction, 

a. The riot in Boston and treatment of Garrison. 
h. Death of Lovejoy. 

4. The discussion in congress and the work of John Quincy 

Adams. 

5. The establishment of an Anti-Slavery party. 

B. Texas and the Mexican War. 

1. History of the Texas territory. 

a. To whom had it originally belonged. 

h. Dispute after the Louisiana purchase. 

c. How settled by Florida purchase. 

d. How Texas became a part of Mexico. 

e. The American slave holding emigrants in Mexico. 

1. Trouble between Mexico and these slave holding 
Americans. 

2. The independence of Texas declared. 

/. Recognition of independence of Texas by United States 
and Europe. 

2. The desire of Texas to join the Union. 

a. Attitude of the South and slavery advocates toward 
annexation. Reasons. 

6. Attitude of the North and anti-slavery people toward 
annexation. Reasons. 

c. Attitude of Mexico toward annexation. Reasons. 

d. How the Oregon question "54-40 or fight" entered in- 
to the Texas discussion. 

3. The election of Polk and the settlement of the Texas-Ore- 

gon dispute. 

4. Make a study of the Mexican war. 

a. Causes. 

h. General facts of war. 

i. Opposition to the war. Reasons. 

2. Generals of North and of Mexico. 

3. Decisive battle. 



230 PROGRESS 

c. Make a study of how the territory of Cahfornia and 
New Mexico became the property of the United States. 
Note the establishment of the Rio Grande instead of the 
Nuesces as a boundary and be able to explain and locate 
the Gadsen purchase. 

d. What is your idea from your reading of the real jus- 
tice of this war? 

5. A study of how Taylor became president. 

a. His party. Whig. 

b. The formation of a new party, the Free Soil. 

6. A study of the Wilmot Proviso that failed and yet lived. 

a. Squatter sovereignty. 

b. Discovery of gold in California and the work of the 
"Forty-niners." 

C. A Great Industrial Problem. 

The North and South found their industrial interests divergent. 
It seemed that no industrial policy could be adopted that would sat- 
isfy the needs of both sections. In some way or other these indus- 
trial interests affected every great question that confronted the peo- 
ple. For example a fundamental social movement in the North, 
at about this time, was the establishment of free public education 
under state control. It was in harmony with the industrial program 
of the North. It received no support in the South for industrial 
reasons. Note this quotation from Carl Schurz at St. Louis in 1860. 
"In the North every laborer thinks and is required to think. In the 
South the laborer is forbidden to think lest he think too much, for 
thought engenders aspirations. Our laboring man must be a free 
man in order to be an intelligent laborer. Therefore, we educate 
him for liberty by our system of public education. Your laboring 
man must be a brute in order to remain what you want him to be, 
a slave." Note during this period the wonderful work of Horace 
Mann. 

Again the industrial problem entered the church. A tendency 
among the churches of the South was to find "slavery an institution 
divinely ordained." As a result the churches soon divided into the 
church-north and the church-south and only in comparatively re- 
cent years have many of these churches reunited. 

With a question as fundamental as this one, it is not to be wond- 
ered that no compromise, action, however well thought out or how- 
ever well it may have provided for the rights of each side, could 
long maintain itself. 

A. The Great Congressional Debate. 

1. Speech of Henry Clay and his peace program. 

2. Speech of John C. Calhoun and his program. In what 
way different from Clay's? 



SIOUX CITY PUBLIC SCHOOLS 231 

3. The speech of Webster and its disappointment to Web- 

ster's followers. 

4. A study of other men who spoke and the programs they 

advocated. 

5. Find important passages in the above debates or speeches. 

Memorize them and speak them to the class as you think 
they were spoken in debate. 

C. The Compromise of 1850. Note that this compromise was 
practically Clay's program. 

1. Name the five articles incorporated in the compromise. 

2. What was its effect. 

a. Union meetings of Whigs and Democrats. 

h. The fugitive slave law and the underground railway. 

c. Stowe's Uncle Tom's Cabin and its effect — North and 
South. 

d. The election of Pierce. 

B. The Kansas-Nebraska Bill. 

1. Westward development. 

2. The Missouri Compromise as affecting this territory. 

3. Stephen A. Douglas and the new bill. Reasons for it. 

4. The effect of the bill upon the South. Upon the North. 

5. The fight in Kansas and the workings of "'Squatter Sover- 

eignty." 

D. The Dred Scott Decision and What It Involved. 

1. Reasons for claiming Scott's freedom. Reasons advanced 

against it. 

2. Decision and the results of the decision. 

E. The Great Lincoln-Douglas Debate. 

1. Principles involved in the debate. 

2. General results of 1 he debate. 

a. Douglas' election and seeming victory. 

b. Lincoln's seeming defeat but how he had won a place 
in the minds of the people. 



232 PROGRESS 

IV. Study Topics. — One week. 

A. A Study of John Brown's raid. 

1. Note that the raid itself was individual with Brown. It was 

not the movement of a party. 

2. Effect of the raid both North and South. 

B. * A Study of the Election of Abraham Lincoln in 1860. 

1. The candidates. 

a. A study of the split in the Democratic party. 

1. Breckenridge. What did he represent? What 
section? 

2. Douglas. What party did he represent? What 
section? What was his attitude toward slavery? 
Toward secession? 

h. Lincoln. What party did he represent? What sec- 
tion? How did he differ with Douglas in his views? What 
was the platform of the Republican party? Did it contain 
an anti-slavery plank? 

c. Note the fourth candidate for the presidency. What 
did his party represent? 

2. The election. 

a. Chart the territory carried by each candidate. Can 
you give the reason for the action of each territory? 

b. Effect of the election upon each section. Give rea- 
sons. 



Secess 



ion. 



1. Make a study of the idea of secession. Upon what prin- 

ciple was it based? 

2. By whom had this principle been advocated in former 

times? When and why? 

a. Reasons advanced for it. Reasons against it. 

3. Make a study of the seceding states. Chart them with the 

dates of their secession. What states were not unani- 
mous in their secession? 

a. Make a study of the scenes in southern capitals and 
also in the United States congress during these times. 

h. Influence of Henry Clay during these times? 

c. Make a special study of the attitude of Virginia and 
of the peace convention at Washington. 

d. Make a study of the Crittenden compromise and its 
failure. 



SIOUX CITY PUBLIC SCHOOLS 233 

D. A Study of Lincoln's Inauguration and of His Inaugural Ad- 
dress. 

1. Make a special study of Lincoln's views as given in this 

address. 

2. Make a special study of the attitude of Stephen A. Doug- 

las toward Lincoln's declared program. What view does 
this give us of Douglas' character? 

E. Make a study of the following men and be sure that you have 
clear mental pictures of them. Make a study of their pictures 
in order that you may be able to instantly recognize them. Be 
able to describe them. Their height and figure; peculiarities 
and dress; their faces, beards, etc. Make such a study that 
you will be able easily to write a 100-word paragraph concern- 
ing any one of them. 

L Webster. 

2. Haynes. 

3. Clay. 

4. Calhoun. 

5. Douglas. 

6. Lincoln. 

7. Greeley. 

F. Some Things to Do. 

1. Pose scenes, illustrative of the great congressional debate. 

Work as much for facial expression as for physical expres- 
sion. 

2. Find passages in the above debate and memorize and speak 

them as nearly as possible as you feel they were spoken 
in the original debate. 

3. Find important passages in Stowe's Uncle Tom's Cabin 

and read them or tell the story to the class. 

4. Pose scenes from Uncle Tom's Cabin; or illustrative scenes 
that had to do with the "underground railroad." 

5. Paint a picture illustrative of these scenes. 

6. Make a big poster representing some scene illustrative of 

these times. 

7. Find some point that you think crucial in the life work of 

Abraham Lincoln, and write a paragraph concerning it. 
Pose the paragraph or make a picture in color of it. 

8. Find passages from the Lincoln-Douglas debate which dif- 
ferent members of the class may memorize and recite for 
the benefit of the class as a whole. 



234 PROGRESS 

G. Some Things To Think About. 

1. Can you defend the attitude of the South in secession? 

Was it based upon a plan which might have become of 
governmental value? 

2. Were southern men honest in their views of the slavery 

question? Did they approach war with a feeling that they 
had right on their side? If so, are they entitled 
to the respect which we give to one who honestly differs 
from us in opinion? Debate. 

3. If both sides were honest in their opinions, how can we 
justify the war? 

V. Our Great Industrial War (Civil War). — Five weeks. 

A. The great industrial problems arising out of the divergent in- 
dustrial interests, as well as the differences in ancestry and of 
class ideas and ideals of the North and South had brought about 
a crisis in the affairs of the nation which could only be settled 
by heroic means. It is indeed hard for the student of history 
to suggest other means by which these differences could have 
been settled and settled permanently except through the sacrifice 
of human blood and the near annihilation of the one or the other 
of the parties. And yet the real leaders of each side were re- 
luctant to begin so great a sacrifice. 

Let us note that the real causes of the war were industrial. 
The moral question of slavery and its final overthrow was a 
bi-product of the war, not the result of a great war purpose. 

1. A study of the Southern attitude. 

a. Their suggested remedy for this industrial and class 
difference was the separation of the two sections into two 
distinct nations. 

1. Would this have settled the real trouble and 
peaceably if the North had consented? 

2. What might have been the effect upon the mid- 
dle west, extreme west, etc. 

3. What arguments can you give for this plan? 

4. What arguments can you give against this plan? 

b. Make a study of the Virginia peace convention, called 
in Washington. Result. 

c. Try to consider yourself as a southern boy or girl, 
living in a southern state and under southern industrial 
conditions. How would you justify your desire for a sep- 
arate national government? 

2. A study of Northern attitude. 

a. Note Lincoln's inaugural promise that there should 
be no war until the southern people began it. 



SIOUX CITY PUBLIC SCHOOLS 235 

b. Lincoln's call to arms. 

1. Influence of Douglas in this movement. 

2. The response and numbers enrolled. 

c. A study of the enthusiasm of the people upon both 
sides. 

3. Make a chart of the divided territory and note the relative 

strength of each side. Did either side have a standing, 
drilled army? 

4. Make a study of the danger of Washington, the haste to 

its defense and a study of the Baltimore riots. 

5. Note that while the real causes that brought about seces- 
sion were industrial, that the real cause of the war was 
the preservation of the Union. 

B. Geography of the War. 

1. Physical conditions. 

With a good large physical map make the following stud- 
ies and decide upon the relative advantage or disadvantage 
of each point to each side in the great struggle. Each 
pupil should work out these problems in a chalk modeled 
(pencil or crayon modeled) map. If the teacher will have 
the map modeled in a sandpan and make a study of 
each physical condition as it arises, she will increase the 
value of this work 100 per cent. 

a. The division of the seceding states into two geographi- 
cal areas by the Appalachian barriers, the Virginia or east- 
ern section and the Mississippi valley or western section. 
There was likely therefore to be at least two distinct mili- 
tary movements. 

h. Two great valleys must necessarily play an important 
part. 

1. The Shenandoah valley, opening almost di- 
rectly upon Washington. The South called it their 
big gun trained upon Washington. 

a. Why was this necessarily a continual men- 
ace to Washington? 

h. In what way was it really a defense to Rich- 
mond? 

2. The valley of eastern Tennessee. Note how it 
formed a natural and easy defense highway for the 
South up to the Mississippi valley in case of inva- 
sion by the North. 

c. Note how the whole coast line of the Atlantic and 
Gulf with its many inlets and harbors was a great asset to 
the North since the North possessed and controlled the 



236 PROGRESS 

navy. A seeming easy access to Richmond was offered in 
this manner. 

d. Note the many rivers and inlets from the Piedmont 
hills north of Richmond. This offered a natural defense 
against overland invasion. 

e. Note the direction of the gaps through the Appala- 
chian barriers. Running from southwest to northeast they 
favored the South and were very detrimental to the North. 
Why? 

f. The Mississippi river offered a natural highway for 
either side. With few exceptions it is without high bluffs 
or banks, and therefore cannot easily be fortified. 

1. The advantage of the river was largely with the 
North because of greater ability of the North to rap- 
idly build the necessary ships. 

2. Note the Cumberland and Tennessee also. Each 
is navigable. What of their value to either side? 

g. Make a study of the railroads. Note that they had 
to follow valleys and pass through natural gaps. 

1. Railroad junctions are especially important. Why? 
Study the junctions at Manassas, at Bowling Green, 
Kentucky, at Corinth, Mississippi, and at other points. 
Make a special study of these points and of connect- 
ing roads. 

2. Note that in warfare the tearing up of tracks is 
only a temporary delay. Trained workmen soon re- 
lay them. 

h. Why was Chattanooga, in southeastern Tennessee, a 
very important point geographically? 
i. Note that the great geographical defense for the South 
was the fact that the North must carry on the war mostly 
in southern territory. It is always an advantage to fight 
at home. Why? What would you name as a disadvan- 
tage? 

2. Product and resource conditions. 

a. What were the products of the southland (agricult- 
ural)? Why had the South claimed "cotton is king?" 
h. To what extent did the South raise their own food- 
stuffs, such as corn, wheat, etc. To whom had they 
looked for foodstuffs heretofore? 

c. To what extent did the South manufacture their own ne- 
cessities — clothing, shoes, guns, ammunition, etc. Where 
must they look for them now? Where did they hope to 
get them? 

d. Apply the same studies to the North. Which side 
was the more independent? 



SIOUX CITY PUBLIC SCHOOLS 237 

e. Compare the population (white) of the two sides. 
What did the South expect of the Negroes during the war? 

f. Map and chart each of the above studies. 

3. The coast blockade. 

From the above studies can we discover a reason why 
Lincohi declared a blockade. Make a study of it as a geo- 
graphical resource move of the North against the South. 

a. How w^as it accomplished? 

b. What is meant by a "paper blockade?" Did this block- 
ade long remain a paper blockade? 

c. Show how a real blockade was really a huge under- 
taking. 

d. Investigate the stories of blockade runners. What did 
they do? Where go? Cargo out? Cargo back? Danger. 

e. If this blockade had not been successful, what would 
have been the effect upon the war? 

/. Make a study of the Mason-Slidell incident. 

1. Importance of the incident to the North. To 
South? 

2. Importance of the incident to England? 

g. Why did the manufacturers of England naturally favor 
the South? 

h. Why did the workmen of England naturally favor the 

North? 

i. Show why we were wrong in the Trent affair, 

y. Show why England was wrong in the Florida-Alabama 
affair. 

4. Make a study of the battle of Bull Run. 

a. Make first a geographical study of the battlefield and 

the position of the opposing forces. 

h. Note how the southern army won the final advantage. 

c. Make a study of the value of the railroad and tele- 
graph in this battle. 

d. What were the lessons of the battle to both North and 
South. In what ways did they have to readjust their ideas 
of the war? 

5. Make a study of the reorganization of the army of the Po- 

tomac under Gen. McClellan. 

a. In what ways was McClellan strong? 

b. In what ways was he weak? 



238 PROGRESS 

C. The Year 1862. 

It was evident to Lincoln that three things must be accom- 
plished: 

The blockade must be maintained and strengthened. No 
supplies must be allowed to enter from foreign ports. 

Richmond, the Confederate capital, must be captured. 

The Mississippi river must be controlled by the North and 
the Confederacy cut in two. 

Make a study of these three things and locate the three sets 
of activity that must be put in motion. 

1. The war in the west. The Mississippi movement. 

a. Locate and make a study of the positions held by the 
South at Columbus, Kentucky; Fort Henry, Fort Donelson, 
Bowling Green and Cumberland Gap. Show the import- 
ance of each, especially of Forts Henry and Donelson. 

1. Show how the Confederate army was obliged to 
move to Corinth as a new base. 

2. Study the battle of Shiloh. How was the Union 
army saved? 

3. The Confederate army forced into and out of 
Corinth. 

4. Show how Commodore Foote co-operated in this 
campaign. 

5. Make a special study of the life and work of Gen. 
Grant up to this point. 

b. Gaining Mississippi control. 

With the fall of Forts Donelson and Henry, Columbus, 
Bowling Green, and Nashville, the Tennessee capital, were 
evacuated by the Confederates. Only Cumberland Gap 
remained of the original fortifications. Study these posi- 
tions. 

1. The Columbus troops moved down to Island 10. 
During the battle of Shiloh, Foote, with the assistance 
of Pope, compelled its evacuation. Soon the Miss- 
issippi was clear for the Federals as far as Vicksburg. 
(Locate.) 

2. Make a study of the capture of New Orleans by 
Farragut, and later of the taking of Baton Rouge. 
The Mississippi was now in the hands of the Federals 
except the portion from Port Hudson to Vicksburg. 
A great struggle must take place before Vicksburg 
falls. 

3. Bragg's raid and the attack upon Murphreesboro. 
Note the attempt and its failure. 



SIOUX CITY PUBLIC SCHOOLS 239 

4. Make a special study of the life and work of 
Commodore Foote and Admiral Farragut up to this 
point. 

2. Maintaining the blockade. 

a. A study of the Merrimac and Monitor. 

Note than neither iron-clad could gain an advantage 
over the other. Nevertheless the Union fleet was 
saved and the blockade maintained. 

b. Effect upon both North and South. 

3. The war in the east. 

a. A study of the Peninsular campaign. McClellan's at- 
tempt upon Richmond and how it failed. 

1. The use of the coast method of attack. 

2. How Jackson used the Shenandoah valley way to 
threaten Washington and thus relieve Richmond. 

3. The seven days' long battle. 

h. A study of the battles of Manassas (second Bull Run), 
Antietam, and the disaster at Fredericksburg. 

1. Follow these movements carefully upon the map. 

2. Note the changes in command from McClellan 
to Pope; back to McClellan; Burnside; Hooker. 

3. Make a special study of each of these men. Why 
were the changes made? 

c. Compare the war in the east with the war in the west. 
D. The Year 1863. 

1. A new w^eapon. The emancipation proclamation. 

a. What was this proclamation. 

h. What was its object? How was it expected to weaken 
the South? 

c. Why is it wrong to say that, "The civil war was for 
the purpose of freeing the slaves?" 

d. W^hat was the real effect of the proclamation? 

e. Would we expect the proclamation to discourage the 
South, coming as it did just after Fredericksburg? 

2. A study of Chancellorsville and how the gloom of the North 
became deeper and the prospects of the South seemingly 
brighter. 

a. Make a special study of Lee's strategy and of Jackson's 
crushing blow. 

b. Note carefully the geography of the last two battles. 



240 PROGRESS 

3. Lee's northern movement and the battle of Gettysburg. 

a. Study this northern march from Chancellorsville, 
through Maryland, up into Pennsylvania almost to the very 
doors of Harrisburg. 

b. What was the feeling of the people of Philadelphia 
and of New York. 

c. Note that Gen. Meade was now in command of the 
army of the Potomac. Make a study of how he met Lee at 
Gettysburg. 

d. Make a study of the greatest battle of the Civil war 
and of its results. 

e. Lee's return to Virginia with the remnants of his army 
and the reorganization of his troops until the next year. 

4. The work of the west. 

a. A study of the fall of Vicksburg. 

How Gen. Grant completed the work of opening the 
Mississippi river to the Union and thus accomplished one 
of the designs of Lincoln in cutting the Confederacy in two. 

b. The movement against Chattanooga. 

A study of the peril of Rosecrans and how Hooker and 
Grant came to his rescue just in time. The importance 
of Chattanooga and the work of the west complete . 

E. The Year 1864. 

1. Sherman's march to the sea. 

a. A study of the promotion of Grant to the rank of lieu- 
tenant general. What other men had held this rank? 

b. The agreement of Grant and Sherman. 

1. Grant's work. 

2. Sherman's work. 

c. How Sherman carried out his work. His Christmas 
present to Lincoln. 

1. Value and necessity of this march. 

2. The suffering it necessarily placed upon the South 
— especially upon the women and children. 

2. Make a study of the beginning of Grant's eastern campaign. 

F. The Year 1865. The War Ended. 

1. The fall of Richmond. 

a. Make a complete study of Grant's campaign. 

b. Show how Lee tried again to protect Richmond by 
threatening Washington. Sheridan's defense of Washing- 
ton. 



SIOUX CITY PUBLIC SCHOOLS 241 

c. The final fall of Richmond, April 9, 1865, and the sur- 
render of Lee. 

d. The terms of surrender. The honor accorded to Lee 
and the food and horses allowed for his army. 

e. Robert E. Lee was one of the greatest characters of the 
Civil war. As a man and as a general he is in every way 
worthy of our admiration. Make a study of his life and 
work. 

G. Make a Study of the Cost of the War and of How the Expense 
of the War Was Met. 

1. A study of how and why national banks came into existence. 

2. Note that in November of 1864 Lincoln had been re-elected 

for a second term. 

H. Things to Do. 

1. Debates. 

a. "Resolved, that Lee was the greatest general engaged 
on either side of this war." 

b. "Resolved, that the peaceable settlement of this ques- 
tion by the formation of a new nation would have been 
better than the sacrifice of so terrible a war." 

c. "Resolved, that Sherman's march was inhuman and 
unnecessary."' 

2. Make physical maps to show geography of each year's pro- 

gress. 

3. Make a series of charts to show each great movement and 

its result. 

4. Make a colored poster illustrating some crucial point in 

the progress of this war. 

VL The Second Great' Industrial Problem. — Two weeks. 

The Reconstruction of the South. 

'^The Civil war hl^H' dimply solved the question of physical suprem- 
acy. -'The real pfdblem, tfie real readjustment of industrial con- 
ditions, the real re-unionizing of the South, had yet to be met and 
had to be met under circumstances that made a co-operative ef- 
fort of the two factors involved almost an inipossibility. 

A. ^J.et.TJs Analyze th(p. Condition. 

1. The South had been defeated— almost, annihilated. 



2. State sovereigntyiiaddied; th&'Umofi'had been upheld. 



y^^ 'f^ '/ , S.^'-^:. ''■i'-^;^^:" . . X , \ 8\»* 



242 PROGRESS 

3. The people of the South were bankrupt. Their homes had 

been destroyed; their property and crops had been burned 
or taken; their horses, cattle, hogs, etc., had been taken 
or killed. They had not enough upon which to scarcely 
live until new crops could be raised. They had not the 
seed nor the tools with which to raise new crops. 

4. Their laborers, slaves, had been freed and their masters 

had to do unusual work and to learn new methods of man- 
aging their work. 

5. In many ways this new freedom had given to these slaves 

false ideas of their rights and equalities that made them 
dangerous to their old masters. 

6. Many of the North felt that the South should be treated as 

a conquered race, whose lands and homes should be con- 
fiscated because of their rebellion. 

7. Some wiser and more generous of the North felt that they 

should be taken back into full statehood, that their prop- 
erty should be kept inviolate and that they should be 
given every help and sympathy in their endeavor to re- 
build their homes. 

8. The great problem of the day, therefore, was: How in the 

face of all these difficulties — in the face of the hatreds and 
jealousies of North and South — can the southland be once 
more restored to its former industrial and social prosper- 
ity and happiness. How can its ruin be restored and a 
land of loyal happy homes be rebuilt? Some of the North 
were wise enough to know that their own prosperity de- 
pended largely upon the prosperity of the South. 

9. The one hope at this time of both North and South was 

the manhood and wisdom of Abraham Lincoln. 

B. A Study of the Re-election and Assassination of President Lin- 
coln. The First Great Sacrifice to the Reconstruction. 

1. Reasons. 

2. Date and time. (As a matter of interest note the time re- 

corded on every clock used as a jeweler's sign.) 

3. Effect. 

a. North. 

b. South. 

4. What is known to have been Lincoln's general plan for the 

reconstruction of the southland. 

The proclamation of amnesty. 

a. Did he plan to take them back at once into full citi- 
zenship without further punishment? 



SIOUX CITY PUBLIC SCHOOLS 243 

b. What was his plan about confiscation of property? 

c. What was his plan to help them with crops and seeds, 
etc.? 

5. Who became president and how? Law — constitution. 

C. Make a Study of the Policy of President Johnson. 

1. Did he agree with President Lincoln's policy and the idea of 

the proclamation of amnesty? 

2. What was the attitude of Congress? 

a. Refusal to seat southern members. 

b. The work of the Freedman's Bureau. 

c. Civil rights' bill. 

d. Congressional plan for reconstruction, 

e. Military government in five districts. 

3. The thirteenth amendment. 

4. The fourteenth amendment. 

5. Impeachment of Johnson. 
a. Reason. 

h. Effect. 

c. Study method of impeachment. (Constitution.) 

D. The Election of Grant. Review His Life and Army Record. 

1. A study of the carpetbaggers. 

a. Define and give origin of word. 

b. Reasons for their growth. 

c. Result. 

2. Work of Ku-Klux Klan. 

a. Origin. 

b. Reason for their organization. 

c. Work they did and justification. 

d. Misuse of their power. 

3. The fifteenth amendment. 

a. Its effect. 

b. Amnesty act of 1872. 

E. Things to Do. 

1. Debates. 

a. "Resolved, that the organization and work of the Ku- 
Klux Klan was justified." 



244 PROGRESS 

b. "Resolved, that President Johnson is worthy of our re- 
spect as a man trying honestly to carry out the plans of 
Lincoln." 

c. "Resolved, that education should have been made a 
condition to the Negro's right to vote." 

2. Pose some scene crucial in this reconstruction period. 

3. Paint a poster illustrating the scene you have chosen for 

posing purposes, but into it you will bring the larger 
background of scene and action. 

THE SENIOR SEMESTER 

I. The New Nationalism. — Two weeks. 

With the gradual settling of the industrial differences between 
the North and South, which had for so long a time dominated the 
thought and action of the young republic, there began a new devel- 
opment of industrial, educational and social life throughout the 
country as a whole, beginning in the north and extending rapidly 
to the west and finally beginning to show definite growth through- 
out the southern section. The South had been devastated not only 
by war, but by the carpetbaggers of the reconstruction period, and, 
consequently, it took longer for the South to readjust itself and be- 
gin the remarkable development which these later years are show- 
ing in the southern states. 

A. Foreign Relations. 

1. A study of the Monroe Doctrine in the protection of Mex- 

ico from the domination of Europe. 

a. How Mexico was conquered by Maximilian. Who 
was Maximilian? Why did he establish himself upon the 
Mexican throne? 

b. Causes of the trouble and how settled? 

c. The Monroe Doctrine and its application to this case. 

d. Was the United States prepared to defend this doc- 
trine? Why did Maximilian give up the throne? 

2. A study of the purchase of Alaska from Russia. 

a. How did Alaska happen to be in the possession of 
Russia? 

b. What was the price asked, and what was the date of 
the purchase? 

c. What reasons were advanced against its purchase, 
and what were the reasons advocated by those who be- 
lieved in its purchase? 

d. Was the purchase justified in the light of present day 
history? 



i 



SIOUX CITY PUBLIC SCHOOLS 245 

3. A study of the Alabama claims. 

a. What were the Alabama claims? 

b. Were we prepared to defend our possessions? 

c. In the light of present day history, were the Alabama 
claims just or unjust? 

B. A Study of Our Great Financial Crises. 

1. Review the financial panics of 1812, 1837 and 1857. 

Note that these crises occurred at intervals of about 
twenty years. If a crisis occurred before 1812, what 
would be its approximate date? See if such a crisis oc- 
curred. 

a. Trace the cause of each of the crises. 

b. Make a study of the outcome of each. 

c. Make a study of the politics of each. 

2. Make a study of the great panic of 1873. 

a. Did this panic occur at the twenty year period? 

b. Make a study of its cause. 

c. Make a study of its development. 

d. Make a study of Credit Mobiler. 

e. What was the "salary grab?" 

/. Make a study of the election of 1874. 

g. If another panic is to occur at what time would you 
expect it? 

3. Make a special study of specie payment and the whiskey 

ring. 

4. Make a study of the election of Hayes, and a final study 

of the panic years. 

C. A Study of the Development of the New West. 

There are certain phases of the development of the new 
west that need special attention. This developmenj; occurred 
largely between the close of the Civil war and the adminis- 
tration of James A. Garfield. A part of this study will be in 
the nature of review, but it is well to take it here as a com- 
plete unit. 

1. A study -of the Homestead act of 1862. 

2. A study of the railroad charters of 1862. 

3. A study of the new immigration laws of 1864 and their 
effect. 

4. Make a special study of the building of the Union Pa- 

cific. Study its route; make a map of it. What benefits 



246 PROGRESS 

did it bring to its territory? Make a special study of the 
development, growth and statehood of 

a. Nebraska. 

h. Colorado. 

c. Wyoming. 

d. Utah. 

5. Make a special study of the building of the Northern 

Pacific. Study its route; make a map of it. What bene- 
fits did it bring to its territory? Make a special study 
of the development, growth and statehood of 

a. The Dakotas. 

h. Montana. 

c. Idaho. 

d, Washington. 

6. Make a special study of the building of the Santa Fe. 

Study its route; make a map of it. What benefits did it 
bring to its territory? Make a special study of the de- 
velopment, growth and statehood of 

a. Texas. 

b. Oklahoma. 

c. Arizona. 

d. New Mexico. 

7. Make a special study of the part the steamboat played in 

this western and southwestern development. Is the 
steamboat of as much importance as at that time. Give 
reasons. 

8. Make a special study of the development of the great 

western ranches, developing some of their types of life, 
their activities, the government of their employees and 
the early settlements. 

a. A special studv of the importance of cattle raising as 
an industry. Compare it in the early ranching period 
with it as a present industry. In what country would we 
find something of the earlier type still existing? 

b. Make a study of the development of agriculture in 
the region of these early cattle ranches. What has irri- 
gation had to do with this development? 

c. Make a special study of the influence of the cattle in- 
dustry in the building up of certain large cities that be- 
came cattle markets and packing centers. 

9. Make a special study of the world's wheat fields. 

a. Location and reason for their location. 

b. Their methods of work. 



{ 



SIOUX CITY PUBLIC SCHOOLS 247 

c. The effect upon the west and northwest. 

d. The development of mills and elevators and the 
building of grain cities. 

D. Make a Special Study of the Rise and Growth of the Pro- 
hibition Party. 

1. Its cause. 

2. Its development and something of its antagonism. 

3. How it became a factor in politics. 

E. Some Things to Think About. 

1. Is it right that the government should give large 
grants of land to encourage the building of a new rail- 
road? Give reasons for and against or take the subject 
as a debate. 

2. Has the decline of steamboat transportation been due 

to honest competition, or to some form of control that has 
removed the steamboat as a competitor of the railroad. 

3. What irrigation projects would be governmental af- 

fairs? Give reasons for and against, or develop the 
subject as a debate. 

F. Some Things To Do. 

1. In the sandpan develop a typical scene of a western 

ranch, or a western mining camp, or a western grain farm. 

2. Make a colored picture illustrating the western develop- 

ment. 

II. A United People. — Two weeks. 

A. A Special Study of the Election, Administration and Assas- 
sination of James A. Garfield. 

1. In appreciation of the character and the peculiar ability 

of the man — president. 

2. A study of the general attitude of mind of all peoples and 

all parties toward President Garfield. 

3. A study of Arthur's administration, 

4. A special study of civil service reform as the direct result 

of Garfield's death. The causes, the sacrifice, the result. 
Has civil service been maintained in its purity since its 
establishment following Garfield's assassination. 



248 PROGRESS 

5. Has the system been adopted by state governments, and 

to what extent by city governments? 

6. Note at this time the attitude toward the suppression of 

polygamy and toward the prohibition of the immigration 
of Chinese labor. 

B. A Short Study of the First Administration of Grover Cleve- 
land. 

1. How the question of presidential succession in case of 

death or disability of both president and vice-president 
was settled. 

2. The establishing of the Interstate Commerce Commission. 

Reasons for it; its special work. 

3. Note the reaction of the Republican control and the rea- 

sons therefor. 

C. A Short Study of the Administration of Benjamin Harrison. 

1. The McKinley bill. Be able to give its purposes and the 

reasons for its enactment. 

2. The Sherman act. Be able to give its purposes and rea- 

sons for its enactment. 

3. Make a short study of the rise of the so-called People's 

party. 

D. A Short Study of Cleveland's Second Term. 

1. The platform of the different parties and especially that 

of the People's party. 

2. A study of the panic of 1893. 

a. Causes. Did this panic occur upon a "panic date?" 

b. Reasons assigned by both Democrats and Republicans. 

c. An attempt to remove its causes by repeal of the Sher- 
man bill, and other legislative acts. 

d. Make a special study of the Wilson bill. How was it 
possible for it to become a law without receiving the 
president's signature. Why was it later declared uncon- 
stitutional? Keep this in mind and see how at a later 
date the constitution was changed to make such a law pos- 
sible. 

e. Make a special study of the Hawaiian and the Vene- 
zuelan questions and of the methods of their settlement. 
What principle was involved. 



SIOUX CITY PUBLIC SCHOOLS 249 

in. Methods of Work and Education. — One week. 

A. A Study of the Development of the Factories. 

1. A study of industries taken out of the home by factory 

development. Such as weaving cloth, knitting stockings, 
making shoes, cheese, butter, etc. Make a special list 
of such activities. 

2. A study of the development of factory towns. 

a. Where and why? 

h. A special study of the cities of the east, west, north 
and south. 

3. The use of electricity in factories for powder and light, and 

also for domestic and municipal light and heat. 

a. Make a special study of the work of Thomas Edison. 
Make a list of his useful inventions. 

b. Make a study of the development of wireless tele- 
graphy. 

c. Make a study of the development of the telephone, 
and of the changes it has brought in industries. 

B. A Study of the Development of Steel and Iron in the Indus- 
try of the World. 

1. Where and how obtained. 

2. Its refining and manufacture. 

3. Uses from the finest hair springs to the frame work of the 

sky scraper. 

C. Make a Study of the Development of Gas and Petroleum, and 
Petroleum Products. 

1. How obtained and where. 

2. Refining process. 

3. Classify its many products with their uses. 

4. The use of the gas engine; of automobiles and the areo- 

plane, and the changes that have brought about new indus- 
tries and commerce. 

D. Make a study of the development of the typewriter. 

1. Standard machines. 

2. Changes which they have brought to the commercial and 

industrial world. 



250 PROGRESS 

E. Make a Study of the Changes Which Have Come About in Bus- 

iness Methods. 

1. ''Big business." 

a. What does the term mean? 

h. What are some of the necessities for "big business" 
and reasons why it should be allowed to exist. 

c. What are some of the dangers that must be guarded. 

d. A short study of controlling legislation. 

2. A study of specialization in cities. The development of 

certain cities or localities. Make a list and study of 
certain types of business in such cities as 

Troy, New York. 

Gloversville, New York. 

Philadelphia, Pennsylvania. 

Bridgeport, Connecticut, and list others. 

F. Educational Development. 

1. Make a short study of the changes in education from the 

close of the Civil war to present time. 

a. What was the original idea of the common school? 

b. Was it graded or ungraded? 

c. The length of year and the requirements with ref- 
erence to compulsory education. 

d. Did the common school, the district school, or the 
country school, attempt to teach much that is taught in 
the Sixth, Seventh, and Eighth grades today? 

e. What new subjects have been taken up in the schools? 

2. Make a special study of the development of the high 

school? The original idea of the high school and its 
gradual growth into the present school, with its almost 
numberless courses. 

3. Make a corresponding study of colleges, giving special 

study to the State University and the effort to place at 
the disposition of every American boy or girl, not only 
a common school education, but a high school education, 
a technical education, and a university education if he 
so desires. 



SIOUX CITY PUBLIC SCHOOLS 251 

IV. A Study of Recent Times. — Two weeks. 

A. Make a Study of the Nomination, Election and Assassination of 
William McKinley. 

1. A special study of the Spanish-American war. 

a. Causes. 

h. Chief events. 

c. Result. 

2. The organization of the new governments of Cuba, Porto 

Rico and the Philippines. Did this seem to bring into 
American politics an entirely new factor? Was there op- 
position to it? 

3. A special study of three or four men who were prominent 

either in the navy or army. 

4. The administration of Roosevelt as the result of McKinley's 

assassination. 

B. A Special Study of Roosevelt's Re-election and Continued Ad- 
ministration. 

1. A study of the great anthracite coal strike. Its causes and 

results. 

2. A study of the history of great expositions. 
a. Philadelphia exposition. 

h. The Buffalo exposition. 

c. The Chicago exposition. 

d. The St Louis exposition. 

3. What value can be assigned to these expositions? Reasons 

for them, reasons against them. 

4. A study of the building of the Panama canal. 

a. Make a study of the early French attempts and find 
reasons for their failures. 

b. What were the great obstacles to be overcome. 

c. What routes were discussed and upon what route did 
we finally settle. 

d. A study of an international treaty that had to be 
made before the project was possible. 

1. Why must such a treaty be made? 

2. Why should other countries than the United 
States and Colombia have been interested. 

3. A study of the attitude of the United States of Co- 
lombia and her reasons. 



252 PROGRESS 

4. A study of the secession of Panama and its ef- 
fect. Did this secession open the way for an accusa- 
tion against us of unfair treatment on the part of 
the United States toward Colombia. 

€. Under whose administration was the canal completed? 
Give date of opening. Make a study of its present day 
traffic. What result has it had on commerce? 

/. Under whose immediate direction was the canal large- 
ly built? Make a special study of this man as a chief 
factor in its success. 

g. Make a map of the canal, with a sufficient amount of 
the isthmus and South America, that its location and di- 
rection may be properly shown. 

5. Make a short study of the San Francisco earthquake and 
its effects. 

C. Make a Short Study of the Nomination, Election and Admin- 
istration of Willam Howard Taft. 

1. Some important events occurred during this time, among 
them the claimed discovery of the North and South Poles. 
Of what value are these discoveries to the world? 

2. Make at this time, a special study of the South. 

a. The cotton exposition of 1884 and its influence. 

b. The development of industries. 

c. The development of southern mining. 

d. The development of southern manufactures. 

e. The Atlanta exposition of 1895 and its influence. 
/. The development of southern commerce. 

g. The Jamestown exposition of 1897 and its influence. 

h. The development of the lumber industry in the South. 

i. The development of the iron industry in the South. 

y. The development of the cotton industry in the South. 

k. Population and wealth. 

/. The building of the Key West railroad. Something 
of its importance. 

771. The development of the free schools of the South. 

3. The admission of New Mexico and Arizona as states. 

D. Make a Special Study of the Nomination, Election and Admin- 
istration of Thomas Woodrow Wilson. 

1. Two constitutional amendments. 

a. The new method for the election of United States 
senators. What advantages has it? What disadvantages? 



SIOUX CITY PUBLIC SCHOOLS 253 

b. The change permitting a tax to be laid upon incomes. 
When was such a law passed and declared unconstitu- 
tional. By what name was that law known? Under 
what peculiar conditions did that law become effective be- 
fore it was declared unconstitutional? 

2. Make a special study of developing ideas in the adminis- 

tration of governmental affairs. 

a. The direct primary. Advantages? What is its plan 
and what is the plan it would supercede. 

b. Initiative and referendum. 

1. What is meant by each of these terms? What 
are the advantages they offer? What are its dis- 
advantages? Where is the initiative and referendum 
in force? 

c. The commission form of government for cities. 

1. What are its advantages? What are the disad- 
vantages? 

2. Where may we find cities under commission 
charters. 

3. Make a special study of the embarrassing conditions aris- 

ing in Mexico which called for action on the part of the 
United States. 

a. For her own protection along the border line. 

b. In the interests of stabilized government and of Ameri- 
can lives and property rights. 

4. Make a special study of the embarrassing conditions aris- 

ing out of the European war which threatened at times to 
bring about a rupture with our own nation. 

a. The destruction of the Lusitania. 

b. The interference with United States mails and com- 
mercial progress. 

5. A general discussion of the need for greater preparedness; 
and the tendencies toward so-called militarism on the one 
part and of the peace proposition on the part of others. 

E. Make a Short Study of the Presidential Nomination, Issues and 
the Election of 1916. 

1. Nominees. 

2. Something of the life and work of each. 

3. Result of the election. 



254 PROGRESS 

F. Things to Think About. 

1. Be able to give a general history of our relations with Mex- 
ico from the earliest times to and through the administration 
Woodrow Wilson. 

.2. Be able to name all territory acquired by the United States 
after the settlement of the war of the Revolution. From 
what country was territory obtained. What was the 
cause of the purchase and what arguments were advanced 
in its favor and against it? 

3. Be able to give a review of all the financial crises from 

that of 1812 to the present time. 

4. Debate: "Resolved, that a special grant of lands to rail- 

roads was wrong and un-American in principle." 

5. Be able to name all presidents who have died in of- 

fice, and the vice presidents who succeeded them. Who 
were the martyr presidents? 

6. Debate: "Resolved, that the civil service movement has 
not justified its claims in the purifying of politics and in 
the efficient administration of office." 

G. Some Things to Do. 

1. Make a colored chart showing the acquirements of all 

American territory after the Revolution. 

2. Make a sandpan or papier-mache map of Central America, 

showing southern North America and northern South 
America, and work out carefully all physical conditions, 
showing plainly the Panama canal. 

3. Make a colled ion of some form of industrial products 

showing the progress which that industry has made during 
this period. 

V. JReview. — Three weeks. 

A. Make a special study of the presidents from Washington to 
to Wilson. Classify them by political affiliation or if they rep- 
resented no political party be able to give reason therefor. 
Be able to give one or two important events connected 
with the administration of each man. The term of office of 
each man, and be able especially to name those cases in which 
the president received office through some peculiarity of 
method. 



SIOUX CITY PUBLIC SCHOOLS 255 

VI. Civics. — Eight weeks. 

A study of the nation with a review of the city and state. Texts: 
Nida's "City, State and Nation." Rorem's "How Sioux City Is Gov- 
erned." 

A. The Nation. Nida, pp. 250-307. 

1. A review of the beginnings of centralized government 
through the early continental congress and the beginnings 
of a weak union by means of the Articles of Confederation. 

a. What were the causes of the weakness? 

h. Make a study of the constitutional convention and 
adoption of the constitution. What were some of the 
questions which came before this convention, and how 
were they settled? How was the constitution adopted by 
the people, how might it be amended? What is its system 
of checks and balances? 

2. Make a definite study of our congress. Its methods of 

work, and changes that have been brought about since the 
adoption of ihe constitution. How it is divided into 
houses, how its members are elected, and how Sioux City 
is represented in the Congress of the United States. 

3. A special study of our national courts. What are they, 

who presides over them,, and how is he appointed? What 
salary does he receive, etc.? When was the commerce 
court established. 

4. Make a special study of the president. 

The duties of the president, term of office, how he is elec- 
ted. Wilh this study connect up those cases in which 
presidents have received election in other than the usual 
way, and be able to give the order of succession, from 
the president down to the cabinet, in case of death or in- 
ability to serve. 

5. A special study of the president's cabinet. How many 

members in the cabinet, who the present incumbents are. 
The duties of each member. 
a. As the head of department. 

h. As a member of the president's official family or ad- 
visory board. 

6. A special study of the political parties, connecting up all 

that has been developed in the preceding study. 

7. A special reading and study of the constitution of the 

United States as a whole. 



i 



256 



PROGRESS 



B A Review of "How Sioux City is Governed, Rorem pp. 3-104. 
This book should be read and discussed very carefully, it the 
work of the Sixth, Seventh and Eighth Grade civics has been 
done properly, it ought to be very intelligible to the child and 
be regarded more as a hand book than as a text book. 
It will be found that the relation of Sioux City, the county, the 
state and federal governments are likewise emphasized, and 
through its careful reading the pupil should be placed dehmtely 
in touch with all the avenues of government as they work out 
in his own municipality. This is the time for one or two in- 
telligently planned field trips, and the teacher should give 
much thought and attention to these trips before undertaking 
them. If this work is done in the right spirit it will be a tit- 
rounding out of the eight years in history. 



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INDEX 



A • 1 Pages 

Agriculture 

Growth 65-69 

Migrations 70,75,124,143 

Pioneer Farmer 60, 69, 75 

Primitive 52-62, 124 

Types 

Egyptian 59 

Roman 59 

Teutonic 59 

Aryan... 59, 78 

Modern 23-26 

Arabs 31, 32, 50 

Aryan 65,69, 78,91, 103, 110, 122, 143 

Carthage 112 

Child Life in Other Lands 31, 34 
Civics 

City 168 

State 176 

Nation 255,256 

Colonial Wars 159,192,194 

Colonial Claims 181, 182 

Commerce 91, 129, 144 

Confederation 205 

Conquest 157 

Crusades 129, 133, 139, 145 

Customs 189, 190 

Democracy and Culture 97 
Discovery 147-156, 162-188 

Declaration of Independence 199 

Early Cave Men 34, 38 

Education 249, 250 

Egypt 59,82, 91, 144 

Egyptian 59 

Eskimo - 31-32 

Explorers 155, 166 

Expression 77 



Pages 

Farm Study 23 

Autumn Work 24 

Winter Work 25 

Spring Work 26 

Food and Clothing ■ 26 

Geography 76, 96, 97, 108, 121, 130, 156, 172 

182, 235, 245, 246 

Germans 121, 134, 144 

Grades 

First year, Junior Semester 23 

Senior Semester 27 

Second year. Junior Semester ■• • 3I 

Senior Semester-- 34 

Third year, Junior Semester 45 

Senior Semester ••• 52 

Fourth year. Junior Semester -. ^4 

Senior Semester- •• Y^ 

Fifth year. Junior Semester 9I 

Senior Semester Ug 

Sixth year, Junior Semester I43 

Senior Semester 1^5 

Seventh year. Junior Semester-- jy^ 

Senior Semester- 2^2 

Eighth year, Junior Semester --- 220 

Senior Semester - 244 

Harvest 12 

Hebrews 85^ 91,144 

Home as a Historv Basis 9.] 5 

Holland 3I.32 

Important Dates to Remember ■ - 194-223 

Indian Life 27-30 

Industrial Problems and Develop- 
ment 190,207,226,230,236,241,249,250 

252 

Italy 108 

Love, the Basis of the Family 9 14 

Men to Remember 223, 224 233 

Mohammedanism 231 

Monroe Doctrine 215,244 253 

Nature Work H jg 

New World 72 

I'anics 225, 245 



Pages 

Patriotism 17 

Pastoral Life 47, 51, 70 

Persia 80, 91, 103, 105 

Phoenicians 91, 144 

Pilgrimage 129, 145 

Pioneers 72 

Politeness 14 

Politics and Political Parties 208, 211, 216 

Preparation for Winter 11 
Presidents 

Washington 199, 202, 204,208, 209 

Adams 209 

Jefferson 210-212 

Madison 212 

Monroe 214 

Adams 215 

Jackson 221, 224 

Van Buren 225 

Harrison 225 

Tyler 225 

Polk 229 

Taylor 230 

Fillmore 231 

Pierce 231 

Buchanan 231 

Lincoln 232-242 

Johnson 243 

Grant 243 

Hayes 245 

Garfield 245,247 

Arthur 247 

Cleveland 248 

Harrison 248 

McKinley 251 

Roosevelt 251 

Taft 252 

Wilson /y/252 
Principles of History Teaching-.. 3-6, 7-9, 23, 31, 45, 63,^219 

Rome 108,144 

Revolution 196-204 

Settlements 158, 160, 167, 182-188 



Pages 

Some Things to Do 10, 12, 13, 15, 16, 17, 19, 20, 22, 26 

30, 32, 37, 41, 42, 51, 61, 72, 75, 79 
80, 85, 88, 95, 107, 120, 128, 138 

139, 157, 158, 161, 179, 188, 191 

193, 198, 204, 210, 227, 233, 241 

243, 247, 254 
Some Things to Think About 11, 12, 14, 15, 16, 18, 19, 21, 22, 26 

30, 33, 43, 51, 61, 62, 79, 85, 88, 95 

119, 127, 138, 158, 193, 227, 234 
247, 254 

Thanksgiving 13 

The Castle 126, 128, 145 

The Fisher 46,72, 124 

The Great Charter 127, 146 

The Greeks 97,144 

The House Shelter 15 

The Hunter 27, 38, 42, 49, 70, 124 

The Shepherd 47-51, 124 

The Westward Movement 207, 245, 246 

(See Agriculture — Migrations). 

Towns and Cities 60, 136, 137, 145 

Tree Dwellers 33, 34 

Vacation 21 

Wars — American 

English-French 192 

King William's 192 

Queen Anne's 192 

King George's 192 

French and Indian 192 

Revolution 196, 198, 200 

War of 1812 213 

Mexican 229 

Civil 234-241 

Spanish-American 251 



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